Funciones neurocognitivas en niños de 8 a 10 años con y sin errores en la lectoescritura

Abstract

Reading in schoolchildren is a skill in constant development, not all children reach an adequate level of reading ability according to their age, probably due to situations related to their neuropsychological development. The aim of this study was to compare the neurocognitive functions in children aged 8 - 10 years with and without errors in literacy. The participants were forty-three schoolchildren of the fourth, fifth and sixth year of general basic education, of which, twenty-six had errors in literacy and seventeen did not report having errors. All of them were evaluated for their neuropsychological maturity through the CUMANES test, while the teachers of the study population completed the CEPA questionnaire to learn the perception of errors in literacy. The most frequent errors in literacy are: you make many spelling mistakes, you make mistakes when write dictation and confuse syllables or letters when copy. Research results reveal no representative differences between the group with errors and without errors about its IDN; there was also no significant relationship between IDN and literacy performance. New studies are suggested that consider objective criteria on errors in literacy and directly related variables such as perceptual capacity, reading fluency and spelling abilit