{"id":380,"date":"2021-03-08T18:45:33","date_gmt":"2021-03-08T18:45:33","guid":{"rendered":"https:\/\/www.fonemalogopedia.com\/blog\/?p=380"},"modified":"2021-04-26T17:59:47","modified_gmt":"2021-04-26T17:59:47","slug":"blog-logopedia-dislexia","status":"publish","type":"post","link":"https:\/\/www.fonemalogopedia.com\/blog\/blog-logopedia-dislexia\/","title":{"rendered":"&#x2705; BLOG LOGOPEDIA: Evaluaci\u00f3n de un Trastorno del Aprendizaje."},"content":{"rendered":"<p>Por Nuria Garc\u00eda P\u00e9rez (logopeda especializada en logopedia infantil)<\/p>\n<h2><span style=\"color: #0000ff;\">\u00bfPor qu\u00e9 realizar una evaluaci\u00f3n en logopedia?<\/span><\/h2>\n<p>Al realizar una evaluaci\u00f3n en logopedia infantil, el objetivo es conocer las dificultades, habilidades y establecer una l\u00ednea base del funcionamiento del alumno y su aprendizaje.<\/p>\n<p><img loading=\"lazy\" class=\"aligncenter size-medium wp-image-298\" src=\"https:\/\/www.fonemalogopedia.com\/blog\/wp-content\/uploads\/2015\/07\/image-300x215.jpg\" alt=\"\" width=\"300\" height=\"215\" srcset=\"https:\/\/www.fonemalogopedia.com\/blog\/wp-content\/uploads\/2015\/07\/image-300x215.jpg 300w, https:\/\/www.fonemalogopedia.com\/blog\/wp-content\/uploads\/2015\/07\/image-1024x733.jpg 1024w, https:\/\/www.fonemalogopedia.com\/blog\/wp-content\/uploads\/2015\/07\/image.jpg 1600w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>&nbsp;<\/p>\n<p><!--more--><\/p>\n<p>Si esta evaluaci\u00f3n es para averiguar qu\u00e9 le est\u00e1 ocurriendo a nuestro alumno<\/p>\n<blockquote><p>\u201c\u00bfpor qu\u00e9 su aprendizaje no va conforme a lo esperado?\u201d.<\/p><\/blockquote>\n<p>Deber\u00edamos analizar que aspectos cognitivos fundamentales en el aprendizaje de la lectura habr\u00eda que tener en cuenta en esa evaluaci\u00f3n que nos permitiera emitir un diagn\u00f3stico .<\/p>\n<p>Hoy en d\u00eda la mayor\u00eda de los estudios de la dislexia est\u00e1n de acuerdo en que la estimaci\u00f3n global (cociente intelectual) y pormenorizada (memoria, atenci\u00f3n, abstracci\u00f3n, razonamiento num\u00e9rico, verbal etc..) de la capacidad intelectual , resulta especialmente relevante para el diagn\u00f3stico del trastorno del aprendizaje DSM-5 (DISLEXIA).<\/p>\n<p><script defer=\"\" async=\"\" src=\"https:\/\/cdn.trustindex.io\/loader.js?a1ba304233365150a75ddafd37\"><\/script><\/p>\n<p>&nbsp;<\/p>\n<h2><span style=\"color: #0000ff;\"><strong>Ventajas de aplicar tests de inteligencia a posibles Disl\u00e9xicos<\/strong><\/span><\/h2>\n<p>Las principales ventajas que se derivan de aplicar los test de inteligencia a nuestros alumnos (logopedia infantil) susceptibles de ser diagnosticados disl\u00e9xicos son:<\/p>\n<p>&nbsp;<\/p>\n<p>A partir de coeficiente intelectual, poder excluir la lentitud de aprendizaje o baja inteligencia como probables de fracaso escolar.<\/p>\n<p>Fijar un perfil diagn\u00f3stico en base al test de inteligencia.<\/p>\n<p>Identificar \u00e1reas deficientes para facilitar la elaboraci\u00f3n de la intervenci\u00f3n espec\u00edfica.<\/p>\n<p>La escala de inteligencia Wechsler para ni\u00f1os (WISC-V) ofrece puntuaciones de los \u00edndices primarios, que reflejan el funcionamiento intelectual en determinadas \u00e1reas cognitivas (comprensi\u00f3n verbal, visoespacial, razonamiento fluido , memoria de trabajo y velocidad de procesamiento), una puntuaci\u00f3n compuesta que representa la aptitud intelectual general (cociente intelectual).<\/p>\n<p>&nbsp;<\/p>\n<h2><span style=\"color: #0000ff;\"><b>\u00bfQu\u00e9 perfil se puede asociar a un diagn\u00f3stico disl\u00e9xico?<\/b><\/span><\/h2>\n<p>Seg\u00fan las pruebas WISC-V, las puntuaciones bajas en la siguientes pruebas:<\/p>\n<p>&nbsp;<\/p>\n<p><b>MEMORIA DE TRABAJO<\/b>: Mide la aptitud del alumno para registrar, mantener y manipular informaci\u00f3n visual y auditiva.<\/p>\n<p><b>VELOCIDAD DE PROCESAMIENTO<\/b>. Mide la velocidad y la precisi\u00f3n de la identificaci\u00f3n visual, la toma de decisiones y la implantaci\u00f3n de estas.<\/p>\n<p>El rendimiento en la velocidad de procesamiento se relaciona con el rastreo visual, la discriminaci\u00f3n visual, la memoria visual a corto plazo y la concentraci\u00f3n.<\/p>\n<p><img loading=\"lazy\" class=\"aligncenter wp-image-270 size-medium\" title=\"Dislexia\" src=\"https:\/\/www.fonemalogopedia.com\/blog\/wp-content\/uploads\/2015\/05\/image-200x300.jpg\" alt=\"Logopeda Madrid Logopedia Madrid FONEMA\" width=\"200\" height=\"300\"><\/p>\n<p>Estos dos aspectos cognitivos del aprendizaje en general y de la lectura en particular , son importantes para la adquisici\u00f3n y el desarrollo de normal de la destreza lectora. Y por tanto han de ser tenidos en cuenta tanto para el diagn\u00f3stico de la dislexia como para hacer una amplia y completa intervenci\u00f3n ya que \u00bfcu\u00e1l es el papel de la memoria de trabajo o memoria operativa en el aprendizaje lector? . Es un almac\u00e9n donde la informaci\u00f3n no se destruye a causa de la llegada del material procedente de nuevas fijaciones oculares, es decir se realizan an\u00e1lisis categoriales del est\u00edmulo, y se almacenan como rasgos ling\u00fc\u00edsticos. Si se ha identificado la \u201cb\u201d como una letra, es que se ha analizado mediante el proceso de identificaci\u00f3n de letras contrast\u00e1ndolas con las representaciones de letras que el lector tiene en su memoria.<\/p>\n<p>&nbsp;<\/p>\n<p><b>El aprendizaje de la lectura<\/b><\/p>\n<p>El aprendizaje de la lectura se asocia tanto con el desarrollo de habilidades ling\u00fc\u00edsticas como no ling\u00fc\u00edsticas , la relaci\u00f3n de los procesos cognitivos como memoria de trabajo y velocidad de procesamiento es evidente, pero falta mucho por estudiar e investigar .<\/p>\n<p>&nbsp;<\/p>\n<p>La velocidad en la lectura se correlaciona especialmente con destrezas atencionales , en tanto que la comprensi\u00f3n en la lectura se correlaciona m\u00e1s con memoria verbal.<\/p>\n<p>&nbsp;<\/p>\n<p>Las dificultades en la memoria de trabajo generalmente van unidas a un procesamiento auditivo pobre o deficiente, los ni\u00f1os que no pueden seguir instrucciones largas, usualmente necesitan que se les de las instrucciones por pasos.<\/p>\n<p>&nbsp;<\/p>\n<p>El memorizar las combinaciones de letras con el sonido, es decir, conversi\u00f3n grafema \u2013 fonema, requiere de la memoria operativa (memoria de trabajo), que combine esos sonidos con sus grafemas correspondientes para que haya un aprendizaje lector<\/p>\n<p>\u00bfQuieres m\u00e1s? Te invitamos a nuestro canal<\/p>\n<p>&#x1f449;https:\/\/cutt.ly\/pkDkghV<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Por Nuria Garc\u00eda P\u00e9rez (logopeda especializada en logopedia infantil) \u00bfPor qu\u00e9 realizar una evaluaci\u00f3n en logopedia? Al realizar una evaluaci\u00f3n en logopedia infantil, el objetivo es conocer las dificultades, habilidades [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":298,"comment_status":"closed","ping_status":"closed","sticky":true,"template":"","format":"standard","meta":{"_mi_skip_tracking":false},"categories":[12,63,58,61],"tags":[72,47,62,68,73],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v16.7 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>&#x2705; BLOG LOGOPEDIA: Evaluaci\u00f3n de un Trastorno del Aprendizaje. - \u25b7 BLOG LOGOPEDIA | ART\u00cdCULOS | NOTICIAS I LOGOPEDAS MADRID<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.fonemalogopedia.com\/blog\/blog-logopedia-dislexia\/\" \/>\n<meta property=\"og:locale\" content=\"es_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"&#x2705; BLOG LOGOPEDIA: Evaluaci\u00f3n de un Trastorno del Aprendizaje. - \u25b7 BLOG LOGOPEDIA | ART\u00cdCULOS | NOTICIAS I LOGOPEDAS MADRID\" \/>\n<meta property=\"og:description\" content=\"Por Nuria Garc\u00eda P\u00e9rez (logopeda especializada en logopedia infantil) \u00bfPor qu\u00e9 realizar una evaluaci\u00f3n en logopedia? 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