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espanolEl presente trabajo pretende proponer una optimizacion de los procesos de prevencion y deteccion de dificultades de aprendizaje en el contexto educativo, mediante el estudio de la relacion que la Escala Observacional de Memoria Operativa (EOMO) muestra con medidas de la eficacia lectora, comprension lectora, rendimiento matematico y rendimiento academico. Para ello se estudio una muestra incidental de 636 alumnos de educacion primaria, pertenecientes a centros educativos de la comarca de Cartagena. Los datos mostraron relaciones significativas de la EOMO con las diferentes variables medidas, y en el sentido esperado. Los datos permitieron concluir que el EOMO puede ser una herramienta de filtrado o screening que delimite claramente la muestra de alumnos que ha de ser valorada con mayor detalle, a fin de prevenir o detectar dificultades de aprendizaje. EnglishThe present study aims to improve the effectiveness of the process of preventing and detecting learning disabilities by studying the relationship between the Observational Scale of Working Memory (EOMO) and effective reading, reading comprehension, mathematical achievement, and academic achievement. The incidental sample consisted of 636 students from Primary Education, belonging to different schools in Cartagena. As expected, the results showed signi-ficant relationships between EOMO and all the variables measured. These findings showed that EOMO can be used as a screening tool to limit the sample of students that should be assessed in detail so as to prevent and detect learning disabilities.

La Escala Observacional de Memoria Operativa (EOMO) como instrumento eficaz en la prevención y detección de dificultades de aprendizaje