bosque

Enfoque psicolingüístico del aprendizaje de la lectura y sus dificultades

Texto en inglés
The analysis of the reading act brings us to propose that learning to read consists in finding a way of using the device, initally developed to understand oral sentences, in an orthographic representation. Experimental data from children with difficulties in learning to read show that their problems areneither visuo-perceptual nor spatial, but related with naming visual patterns. We then examine students different paths of accessing lexical information, specifically the two possible paths which the written representation of speech can take: the direct route, and the indirect or phonological route, and their relations with learning to read. The data does not support the notion that poor readersare so because they prefer the phonological route. Indeed, it suggests that the problem is that poor readers cannot adequately use the phonological route. Finally, the paper discusses possible relations between explicit speech analysis, understanding the alphabetic code, and developing internal lexical access routes from the text.

Traducción en español
El análisis del acto de la lectura noslleva a proponer que aprender a leer consiste en descubrir cómo utilizar el dispositivo destinado inicialmente a comprender frases orales para comprender las mismas frases en presentación escrita. Los resultados de experiencias con niños que tienen dificultades para aprender a leer muestran que los problemas no son de naturaleza perceptivo-visual ni de organización del espacio, sino de dominaciónde configuraciones visuales. Examinamos enseguida las diferentes vías de acceso a los conocimientos léxicos del individuo, y en particular las dos vías posibles a partir de la representación escrita de la palabra: la vía directa y la vía indirecta o fonológica y sus relaciones con el aprendizaje de la lectura. La idea de que los malos lectores son malos porque utilizan preferentemente la víafonológica puede ser eliminada. Los trabajos sugieren que, contrariamente a una opinión muy corriente, son los malos lectores los que tienen problemas para utilizar la vía indirecta. Finalmente, se discuten las relaciones posibles entre el análisis explícito de la palabra, la comprensión del código alfabético y el desarrollo de las vías de acceso al léxico interno a partir del texto.

AT y problemasde aprendizaje

Texto en inglés
The Individual with Disability Education Act (IDEA) 2004 is the federal law that guides how schools provide special education and related services to children with disabilities. IDEA defines a learning disability as
". . . a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that maymanifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia."
Learning disabilities do not include, learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation,of emotional disturbance, or of environmental, cultural, or economic disadvantage.
One student with learning disabilities may not have the same kind of learning problems as another. One student may have difficulty understanding what he/she just read. Another student with learning disabilities may have problems with math and writing. Still another student may have trouble in all three areas.Researchers think that learning disabilities are caused by differences in how a person's brain works and how it processes information. Students with learning disabilities are not "dumb" or "lazy." In fact, they usually have average or above average intelligence. Parents and teachers may find it hard to understand a student who shows a large discrepancy between skills. A student may have reading...