Variables that Predict the Potential Efficacy of Early Intervention in Reading in Down Syndrome

Abstract

espanolSe sabe que en el sindrome de Down (SD) se producen alteraciones a nivel cognitivo y del lenguaje que afectan la adquisicion de habilidades academicas y de lectura. El objetivo de este trabajo ha sido conocer que variables neuropsicologicas predicen la eficacia potencial de la intervencion temprana en la lectura en esta poblacion con un programa que se usa tradicionalmente con la misma. En el estudio participaron 38 ninos con SD de alrededor de 5 anos que estaban inmersos en un programa de cuidado de la primera infancia, de los cuales 20 estaban inmersos en un programa de lectura. Como resultados, se observan diferencias significativas a nivel neurocognitivo y linguistico, especialmente en el primero en el grupo experimental, con logros en lectura y escritura a edades tempranas. Ademas,hay dos variables que predicen la adquisicion de la lectura. En conclusion, se comprueba la efectividad del programa de lectura y sus beneficios a nivel neuropsicologico y psicolinguistico en el desarrollo de este grupo de ninos con SD a una edad temprana. EnglishIt is known that alterations in Down syndrome (DS) occur at cognitive and language levels that affect the acquisition of reading and academic skills. The aim of this study is to know which neuropsychological variables predict the potential efficacy of early intervention in reading in this population with a program traditionally used with this population. Thirtyeight children of around 5 years of age with DS who were immersed in an early childhood care program participated in the study, 20 of them were immersed in a reading program. Significant differences were found at neurocognitive and linguistic level, especially in the experimental group at neurocognitive level, with achievements in reading and writing at early ages. In addition to this, two variables were found to predict reading acquisition. As conclusion, the effectiveness of the reading program and its benefits at neuropsychological and psycholinguistic levels in the development of this group of children with DS at an early age was revealed