کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
916365 | 1473332 | 2012 | 9 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Intervención preventiva en las dificultades de la lectura y la escritura
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کلمات کلیدی
موضوعات مرتبط
علوم زیستی و بیوفناوری
علم عصب شناسی
علوم اعصاب شناختی
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چکیده انگلیسی
The preschool period is critical to the acquisition process of reading foundations. The majority of children learn to read considerably fast and, apparently, effortless. However, a percentage of children show a slow and hard process of reading acquisition. The aim of this work is to review the main risk factors to be considered in early identification of reading and writing difficulties. We also summarize different proposals of intervention in order to improve the predictive abilities related to the adequate performance in reading. These are related to the decoding mechanism (phonological awareness, grapheme-phoneme correspondence, rapid naming, print awareness) and to the access to meaning (vocabulary knowledge and narrative ability). Research shows the efficacy of these approaches. They have lead to minimize the severity and reduce the incidence of problems in this area. Besides, we describe briefly the Response to intervention model (RTI), an evidence-based practice in this field. We present the developmental analysis of the detection process and preventive intervention in a case with a vulnerability profile of reading disabilities.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: BoletÃn de AELFA - Volume 12, Issue 2, September 2012, Pages 67-75
Journal: BoletÃn de AELFA - Volume 12, Issue 2, September 2012, Pages 67-75
نویسندگان
Ana Pellicer Magraner, Inmaculada Baixauli Fortea,