Intervención con un niño con dislexia que presenta dificultades en aritmética

Abstract

En nuestro sistema educativo la lectura es la base para alcanzar el éxito escolar, ya que el conocimiento se adquiere leyendo. Por esta razón, los alumnos con dislexia, caracterizados por una lectura lenta e imprecisa, muestran dificultades en la comprensión lectora y en su rendimiento académico; agravándose éstas cuando presentan un trastorno asociado, como la discalculia. Por ello, el presente trabajo tiene como objetivo diseñar, planificar y adaptar una intervención con un caso real de dislexia que presenta dificultades en aritmética. Este alumno cursa 5ºEP, muestra una lectura lenta, con imprecisiones, graves problemas de comprensión lectora y poca rapidez y/o precisión al realizar operaciones aritméticas simples. Durante la intervención se trabajaron estos aspectos con el fin de comprobar el progreso del alumno y el alcance de la intervención desarrollada.

In our educational system, reading is the basis to achieve school success, since knowledge is acquired by reading. For this reason, students with dyslexia are characterized by a slow and imprecise reading, showing difficulties in reading comprehension and in their academic performance; these difficulties are aggravated when they present an associated disorder, such as dyscalculia. Because of that, the present project aims to design, plan and adapt an intervention with a real case of dyslexia that presents difficulties in arithmetic. This student is in 5th grade of Primary Education, showing a slow reading with inaccuracies, serious reading comprehension problems and slow speed and / or precision when performing simple arithmetic operations. During the intervention, these aspects have been considered in order to check the students progress and the scope of the intervention carried out.