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RESUMEN Con este estudio pretendemos verificar si existen diferencias significativas en inteligencia verbal y memoria verbal en escolares dislexicos y escolares no dislexicos de primaria. La muestra con la que trabajamos estuvo formada por 50 alumnos/as con edades entre seis y doce anos a los que se les administraron tests de inteligencia y memoria para valorar la inteligencia verbal y memoria verbal El analisis de datos se realizo mediante analisis descriptivos, Correlacion de Pearson, t de Student y U de Mann-Whitney. Los resultados constatan que, no existen diferencias significativas entre el grupo de escolares dislexicos y el grupo de escolares no dislexicos en memoria verbal a corto plazo y memoria verbal a largo plazo; tampoco encontramos evidencias significativas en las correlaciones inteligencia verbal– memoria verbal en el grupo de escolares dislexicos. Por el contrario, en relacion a la inteligencia verbal y memoria de trabajo verbal encontramos resultados significativos, que la inteligencia verbal y la memoria de trabajo verbal en escolares dislexicos es significativamente inferior a la inteligencia verbal y memoria de trabajo verbal de escolares sin dislexia. Consecuentemente, el grupo de escolares dislexicos presenta un bajo rendimiento en la ejecucion de tareas que conforman la inteligencia verbal y la memoria de trabajo verbal, lo que nos lleva a pensar que la inteligencia verbal y la memoria de trabajo verbal estan implicadas en el sindrome dislexico. De esta manera, si estimulamos la inteligencia verbal y la memoria de trabajo verbal en el grupo de escolares dislexicos mejoraremos su proceso lector. ABSTRACT This research has been conducted in order to verify the relationship between verbal intelligence and verbal memory amongst primary and secondary scholars who suffer of dyslexia. A sample of 50 students between six and twelve years of age was analized. These students were submitted to studies of intelligence and memory to evaluate verbal intelligence and verbal memory. The data-analysis was done through descriptive analysis, Pearson product-moment correlation coefficient, student’s t distribution and Mann-Whitney U. The results showed that there were no significant differences between the group of dyslexic and the group of non-dyslexic scholars as to verbal short-term memory and verbal long-term memory, neither was there any significant evidence found about the correlation between verbal intelligence and verbal memory amongst the scholars who suffer of dyslexia. On the contrary, related to verbal intelligence and verbal working memory, there were significant differences that stated that the level of verbal intelligence and verbal working memory in dyslexic scholars was significantly inferior to that of non-dyslexic ones. Consequently the group of dyslexic scholars had lower results where verbal intelligence and verbal working memory were tested, which leads to the idea that verbal intelligence and verbal working memory are implied in the dyslexic syndrom. That way it seems that if the verbal intelligence and verbal working memory in the dyslexic primary scholar group are stimulated, their reading process will improve.

Inteligencia verbal y memoria verbal en escolares disléxicos de primaria = Verbal intelligence and verbal memory in dyslexics elementary school