Perfil Cognitivo y Psicolinguístico y su Relación con la Lectoescritura en un Preescolar con Síndrome de Down
- Maria Auxiliadora Bello
- Nieves Valencia Naranjo
- Juana María Ruiz Cano
- David Sánchez Teruel
ISSN: 1135-3848
Year of publication: 2018
Volume: 2
Issue: 47
Pages: 125-140
Type: Article
More publications in: Revista iberoamericana de diagnóstico y evaluación psicológica
Sustainable development goals
Abstract
Down Syndrome (DS) will cause alterations in cognitive development. Thus, it is necessary to consider how reading and writing development there are individual determinants which can affect this process. This study assessed the cognitive and psycholinguistic profile and writing and reading level of a 5 year old child with DS compared with a typically developing child. The aims of the present study is know some cognitive differences present in the intellectual disability compared to typical development which could interfere with reading and writing development. However, these differences in reading and writing may be lower, among other things, with specific early intervention focused on reading and writing in children with DS. The findings evidence a difference in cognitive and language profile between participants, however, these differences are lower in reading and writing level after early intervention.