Apoyo familiar y respuesta Académica en una niña con dislexia

Abstract

Dyslexia is a learning disorder where the individual inverts or omits the writing of certain words or letters due to phonological and visuo-perceptual problems. It is more common in boys than girls and the context is one of the main factors that influence the learning process. The origin of this learning difficulty is still uncertain, from previous studies it seems that it could be affected by neuropsychological or neurobiological factors. For the development of this research the family support has been taken as the main variable co-related with the academic performance. The family support contributes cognitively, behaviourally, psychologically and socially to the development of the individual and has important impacts in the achievement of goals and objectives. The academic performance can be qualified quantitatively or qualitatively, and it is influenced by exogenous or endogenous factors. This research has the purpose to determinate the impact of the family support on the academic performance of a 9-year-old girl with a suspected diagnosis of severe dyslexia. The subject of the case study attends the fourth grade of primary school in a public institution in Santa Rosa City (Ecuador). Taking into account the socio-cognitive approaches which studies the behaviour of human beings in the development processes of accommodation and assimilation of information, we used the qualitative paradigm of descriptive scope which studies the position adopted by the student facing difficulties, and analyse the main factors of the low academic performance as the interest, predisposition and motivation in certain subjects in addition to the school environment and appropriate methodologies used by professors in the teaching process. This enquiry has an exploratory design aimed at understanding the phenomenon, the flexibility of the methodology used will allow the formulation of new hypotheses based on the experience of parents, teachers and students in relation to dyslexia. The techniques and instruments used for this case study were: the interview designed for the parents, the survey addressed to the representative, teacher and the student and finally a test was applied to measures the intelligence and abstract reasoning capacity of the child according with her age.The result of the research has showed that the absence of family support in a girl with dyslexia causes low academic performance and emotional withdrawal, which hinders her learning and social interaction. Moreover, the research has evidenced the lack of knowledge that exists among parents and teachers by not identifying symptoms at an early age to avoid their seriousness. Additionally, this case study shows that the phonological route is affected, which impedes correct pronunciation and therefore hinders correct writing. The child's academic performance is below average, according to the result obtained in the Raven test, which places her in the subnormal category with an I.Q. of 85; in other words, her learning is normal but very slow. In conclusion, family support is the main factor for the social and academic development of children, especially those with learning difficulties.