English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

espanolResumen La dislexia es un problema que cada vez afecta mas al alumnado en edad escolar. Las ultimas experiencias de aplicacion de la neuropsicologia al ambito educativo resultan interesantes porque van a permitir evaluar distintas variables neuropsicologicas con el objeto de comprender mejor los procesos de aprendizaje del alumnado para plantear posteriormente intervenciones especificas en esta poblacion. El proposito de este estudio fue explorar variables neuropsicologicas relacionadas con la lectura y escritura en estudiantes con y sin dislexia. La muestra estuvo compuesta por 60 estudiantes de entre 13 y 15 anos, 30 con dislexia y treinta sin dislexia. La prueba King Devick fue utilizada para valorar los movimientos oculares sacadicos, la prueba de la lateralidad de Harris para evaluar la lateralidad y la prueba ENFEN para las funciones ejecutivas. Los resultados revelaron diferencias significativas entre los dos grupos. Los estudiantes con dislexia obtuvieron puntuaciones mas bajas en las tres habilidades neuropsicologicas evaluadas. Estos hallazgos sugieren que los ninos con dislexia podrian manifestar un peor desempeno en habilidades neuropsicologicas que son clave para el desarrollo lector y escritor. EnglishAbstract Dyslexia is a problem of increasing prevalence in school-age students. The latest experiences in the application of neuropsychology to education are interesting because they allow for the evaluation of different neuropsychological variables to obtain a better understanding of the learning processes of students in this population for specific subsequent interventions. The purpose of this study was to explore the following neuropsychological variables related to reading in adolescent students with and without dyslexia. The sample consisted of 60 students between 13 and 15 years of age, 30 with dyslexia and 30 without. The King Devick test was used to assess the saccadic eye movements, specifically the fast and automated denomination of digits; the Harris laterality test was used to evaluate functional laterality, and the ENFEN test for executive functions. The results revealed significant differences between the two groups. Students with dyslexia scored lower on the three neuropsychological skills assessed. These findings suggest that students with dyslexia may manifest poorer performance in those neuropsychological skills that are key to reader development.

Profile and neuropsychological differences in adolescent students with and without dyslexia