La relación del logro de la lectura con la lateralidad, el movimiento ocular sacádico y el color en los niños

Abstract

Several authors consider reading an important activity in school, professional and personal life. Perceptual processes, hemispheric lateralization, vision and phonological awareness are factors that intervene in reading skills that can influence the way of learning. This study aimed to evaluate the effect of the use of Irlen color transparencies on the quality of ocular follow-up during reading and the possible relationship with laterality. Participants were fifty-three (53) children, 6 and 7 years old, respectively 32 children with Irlen Syndrome (IS) or visual stress and 21 children as the reference group. All children were subjected to a series of visual standard tests to assess color blindness (Ishihara test), neuropsychological maturity (CUMANES test), Irlen syndrome (IRPS test 1 ) and rapid eye movement (K-D test 2 ). Research results reveal that reading capacity is not related to laterality, the use of color significantly improves the perceptual process of reading, and differences in reading attainment is noteworthy between children with Irlen and children without Irlen syndrome. New studies are suggested to consider the effect of attentional abilities, phonological awareness and verbal memory in reading. Keywords: Laterality, saccadic eye movements, Irlen syndrome, reading proficiency, color K-D test. RESUMENVarios autores consideran a la lectura como una actividad de suma importancia en la vida académica, profesional y personal de un ser humano. Leemos de todo, para nosotros mismos y para todos, sin embargo, los procesos perceptivos, la lateralización hemisférica, la visión y conciencia fonológica son factores intervinientes en la destreza de la lectura que pueden influir en la forma de adquisición del aprendizaje de la misma. El objetivo principal de este estudio fue evaluar el efecto que produce el uso de las láminas de color Irlen® en la calidad del seguimiento ocular durante la lectura y la posible relación con la lateralidad. Los participantes fueron cincuenta y tres (53) escolares de entre 6 y 7 años, 32 con estrés visual y 21 del grupo de referencia, a los cuales se les hizo exámenes visuales estandarizados, pruebas de ceguera al color con el test Ishihara, la madurez neuropsicológica a través del test CUMANES, síndrome Irlen o estrés visual con EPLI 1 y los movimientos oculares con la prueba K-D 2 . El análisis estadístico muestra que la lateralidad no está relacionada con la capacidad lectora; existe mejorías significativas en el proceso perceptivo para la lectura con el uso del color; sin embargo, no se encontraron valores representativos para la comprensión y número de palabras por minuto. Hay diferencias significativas en la capacidad lectora entre niños con Irlen y niños sin Irlen, y se sugiere nuevos estudios que consideren habilidades atencionales, conciencia fonológica y memoria verbal en la lectura.

Reading skills in children with Irlen Syndrome

“…The results of our study would also support the data previously found by Tacuri-Reino et al (2018) on visual comprehension in participants with IS. These authors used as a measure a short story that had to be read by the student, who afterwards answered five questions; they counted hits, errors, and reading time.…”

“…Additionally, the novelty of the present study in comparison to other studies, and especially that of Tacuri-Reino et al (2018), has been to offer more empirical data than those found in previous studies, and in an area in which research is already very scarce. This research offers a study on the reading skills in people with Irlen syndrome, in which, in addition to the analysis of visual comprehension (with two measures), data are presented with a measure of oral comprehension.…”

“…Previous studies on reading and IS with empirical evidence are limited. However, Tacuri-Reino et al (2018) identified differences between Irlen and non-Irlen groups. For the reading tasks, the authors used two 100-word stories and recorded the errors in reading and comprehension skills.…”

La aplicación de adaptaciones a la dislexia para compensar el reconocimiento de palabras en la clase de lectura de ESL

“…Dyslexia is the most common neuropsychological disability in the infant population. Its prevalence varies between 5% and 15% (Tacuri et al, 2018). Early identification and treatment are advantages to overcoming its difficulties.…”