Predecir la dislexia evolutiva antes de la instrucción lectorauna revisión sistemática
- Cristina Quiroga Bernardos 1
- Santiago López Gómez 1
- Patricia María Iglesias Souto 1
- Eva María Taboada Ares 1
- 1 Universidad de Santiago de Compostela.
ISSN: 2216-1201
Year of publication: 2024
Volume: 15
Issue: 1
Pages: 245-273
Type: Article
More publications in: Revista Colombiana de Ciencias Sociales
Abstract
Introduction: Developmental dyslexia is a neurobiological disorder with a heterogeneous profile that is diagnosed after verifying that a child has not learned to read as expected. Its detection, before the beginning of the reading instruction, tends to be imprecise. Objective: The aim of this study was to identify and assess which psycholinguistic skills, assessed before formal reading instruction, can predict later reading difficulties and guide early intervention. Method: A systematic review (years 2010-2020) was carried out following the PRISMA statement in the PsycINFO, Medline, Web of Science, Eric and SCOPUS databases. Results: 42 studies were selected that confirm that certain psycholinguistic skills are relevant to predict reading success. Conclusions: Phonological awareness, naming speed, alphabet knowledge, and phonological memory strongly correlate with early reading progress and predict later reading skills and developmental dyslexia.
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