Desarrollo cognitivo y habilidades de lecto escritura en un estudiante con dislalia.

Abstract

This research is a study about a case of cognitive development and literacy skills in a 9-year-old student with dyslalia, applied in the urban context of "Nuevo País" neighborhood in Santa Rosa city. In order to carry out this research, the following data collection instruments were used: Neuropsychological Maturity Questionnaire (CUMANES) to evaluate neurological development in the educational environment; Dr. Olea Reading-Writing Test with which it is verified how the student develops reading-writing skills and Illinois Test of Psycholinguistic Skills (ITPA) for the measurement of psycholinguistic abilities. The objective of this research is to analyze the relationship between cognitive development and literacy skills in a student with dyslalia. The methodological referent of this research is a qualitative approach with descriptive character. Based on the information obtained from the instruments applied, it is determined that cognitive development maintains a remarkable relationship with the reading and writing skills of a student with dyslalia, showing significant problems related to language, memory, motor skills and executive functions, as well as complications in reading letters, combination of vowels and consonants, word formation, dictation, copying sentences and spontaneous writing. The student has a variation in cognitive development which brings with it problems in language and reading and writing skills. Keywords: Cognitive development, dyslalia, skills, reading, writing.