Revisión sistemática: perfil cognitivo de dislexia y discalculia comórbidas
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Palabras clave

neurodevelopmental disordes
dyslexia
dyscalculia
comorbidity
learning difficulties trastornos del neurodesarrollo
dislexia
discalculia
comorbilidad
dificultades de aprendizaje

Cómo citar

Sánchez-Doménech, I. (2022). Revisión sistemática: perfil cognitivo de dislexia y discalculia comórbidas. Aula Abierta, 51(2), 201-210. https://doi.org/10.17811/rifie.51.2.2022.201-210

Resumen

En este documento se explora la naturaleza de la comorbilidad de la dislexia del desarrollo (DD) y discalculia (DC) y los déficits cognitivos compartidos y diferenciadores de ambos trastornos. El objetivo es contribuir a que las valoraciones psicopedagógicas escolares se ajusten a la realidad compleja y comórbida de los trastornos del desarrollo que dan lugar a las dificultades específicas de aprendizaje (DEA). Para ello, se realiza una revisión sistemática según las normas PRISMA de trabajos empíricos, en las bases de datos PubMed, Web of Science (WOS) y Scopus en el periodo 2009-2020, de artículos que incluyen muestras mixtas para la comparación de déficits cognitivos comunes y diferenciadores de cada trastorno. Se identifican los déficits diferenciadores y los que se solapan en el grupo comórbido con carácter aditivo o interactivo. Los resultados se discuten en términos de sus implicaciones para el diagnóstico escolar y la práctica educativa destacando la necesidad de valoración de todas las modalidades de la memoria de trabajo y de la velocidad de procesamiento y recuperación y la elaboración de informes orientadores para los docentes de carácter específico sobre el rendimiento de DD y DC en las distintas áreas del currículo.

https://doi.org/10.17811/rifie.51.2.2022.201-210
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