Dyslexia

Abstract

A Title III grant made possible a three year experimental program to determine if children with the specific reading disability, dyslexia, could be remediated by the use of a structural-linguistic procedure taught through a multi-sensory approach. This remedial procedure was taught on a one-to-one basis of instruction through the use of para-educational personnel under close supervision in a regular public school setting. During the two years of the program seventy-eight students attended the full day Perceptual Development Center Program and 545 students participated in an hour-a-day reading program. Test-retest data revealed that students receiving this specialized training improved in reading skills and retained this gain or further improved after dismissal from the program.

Efectividad de la estimulación de neuronas espejo en la intervención de la dislexia en niños del cuarto año

“…Los hallazgos de este estudio revelan un avance significativo en el dominio de los aprendizajes alcanzados por los aprendices con dislexia pertenecientes al cuarto grado de educación básica. En consonancia con investigaciones previas (Smith et al, 2021;Jones & Brown, 2022), se observa que la implementación de herramientas didácticas basadas en la estimulación de las neuronas espejo ha demostrado ser eficaz en optimizar las destrezas de lectura y escritura de estos alumnos.…”