Resumen
La conciencia fonológica, entendida como la habilidad para analizar y sintetizar de manera consciente los segmentos sonoros de la lengua, ha sido reconocida en las últimas décadas como el mejor predictor del aprendizaje lector. Esta habilidad, cuyo desarrollo inicia temprano en la edad preescolar con el reconociemiento de rimas, permite la manipulación de segmentos sonoros cada vez más finos hasta llegar al fonema. Estudios neurospicológicos han mostrado estrecha relación entre deficiente desarrollo de esta y trastornos del aprendizaje lector. Evaluaciones neurofisológicas en disléxicos comparados con lectores normales han mostrado, frente a tareas de conciencia fonológica, claras diferencias de funcionamiento en áreas cerebrales ligadas al lenguaje. Los estudios genéticos en disléxicos con problemas de conciencia fonológica muestran compromisos en cromososmas 6 y 3. Se postula su trabajo en preescolar como medida preventiva, y en escolares y adultos como remedial. Estos hallazgos permiten poner en duda las actuales definciones y clasificaciones de tastronos de aprendizaje en el DSM IV y CIE 10.
Citas
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