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

RESUMEN El presente estudio planteo determinar la prevalencia del Sindrome Meares-Irlen/Estres Visual, e identificar las molestias fisicas y perceptuales mas comunes que afecta la lectura en los ninos/as del tercer grado, escuelas publicas y privadas, area urbana de Cuenca. Dos cientos sesenta y siete estudiantes de tercero de educacion basica, directores, padres de familia y los profesores de aula participaron en este estudio. Los escolares fueron evaluados a traves de observaciones, entrevistas y la aplicacion de cinco pruebas de la EPLI®. La Prevalencia del MISViS es del 25.84%, rango severo en la poblacion estudiantil del tercer grado el cual posiblemente impide el normal desarrollo de la lectura. Los malestares fisicos al leer fueron: i) acercarse o alejarse de la pagina (19.17%); ii) molestias al leer bajo luces fluorescentes (18.05%); iii) parpadeo muy seguido (14.66%); iv) dolor/ardor de los ojos mientras leen (12.78%). Dentro de las distorsiones visuales perceptuales se identificaron: i) necesidad de utilizar el dedo o algun marcador mientras leen (37.59%); ii) leer lentamente o con pausas repetidas (33.08%); iii) hacer esfuerzo para mantenerse enfocado en lo que leen, (28.95%); iv) evitar leer o leer en voz alta (27.89%); v) problemas para recordar lo que se lee (19.92%); entre otros. Se concluyo que la prevalencia del Sindrome Meares-Irlen/Estres Visual es del 25.84% en el rango severo; igualmente se identificaron distorsiones visuales perceptuales y malestares fisicos al leer mas comunes en este grupo de estudio. Palabras clave: Distorsiones visuales perceptuales, malestares fisicos al leer, lectura, educacion basica, sindrome Meares-Irlen/Estres Visual. ABSTRACT The objective of this study was to determine the prevalence of MISViS, and identify the most common physical and visual perceptual discomfort that affect reading in third grade children of public and private Cuenca urban schools. Two hundred and sixty-seven third graders, as well as directors, parents and classroom teachers participated in this study. Children were assessed through observations, interviews and applying five tests of the Irlen Reading Perceptual Scale (IRPS®). MISViS prevalence in the severe range is 25.84% in the student population of the third grade of elementary schools in Cuenca, hindering the normal development of the reading process. The most common physical discomforts when reading were: i) moving closer to or further from the page (19.17%); ii) discomfort when reading under fluorescent lights (18.05%); iii) blinking very often (14.66%); and iv) pain, burning of the eyes while reading (12.78%). Within, the most common visual perceptual distortions identified are: i) the need of using the finger or marker while reading (37.59%); ii) choppy or slow reading (33.08%); iii) making effort to stay focused on the words, (28.95%); iv) avoiding reading or reading aloud (27.89%); and v) having trouble remembering what was read (19.92%); among others. It was concluded that MISViS prevalence in Cuenca urban schools is 25.84% for severe ranges; the most common visual perceptual distortions and physical discomfort when reading were also identified in this study group. Keywords: Visual perceptual distortions, reading discomfort, basic education, reading difficulties, Meares- Irlen/Visual Stress syndrome.

Prevalencia del síndrome Meares-Irlen/Estrés Visual que afecta la lectura en niños de tercer grado