Plan de trabajo individualizado para el fortalecimiento de habilidades lecto-escritoras de un estudiante de 9 años con dislexia

Abstract

Due to the significant difficulties they encounter when learning to read and write, people with dyslexia become a particularly vulnerable group. In an educational unit in Quito, Ecuador, a 9-year-old dyslexic student underwent psychopedagogical evaluation and intervention, which are presented in this article. The methodology was qualitative and different questionnaires (CUMANES) and scales (Wechsler intelligence) were used to assess writing (PROESC) and reading (PROLEC) challenges according to five dimensions (cognitive ability, neurodevelopment, reading, writing and external support). The PROMOLEC intervention program served as the basis for the educational intervention. The results indicate that the student has a cognitive profile of 103. This follows from the fact that the student assimilates new information correctly without any difficulty. However, learning to read and write correctly presents significant difficulties due to lack of neuropsychological development. In addition, the student has difficulty with proper comprehension of reading and writing, which affects the correct way in which he applies spelling rules. Although his family is supportive, more work will need to be done to gain the support of the school. In terms of developing fundamental learning skills, the intervention plan suggests that the student be able to distinguish and correctly process information through the visual and auditory channels.