Atención y habilidades lingüísticas en un niño con problemas de lectoescritura.

Abstract

This study explores the relationship between attention and linguistic skills in a 7-year-old child with reading and writing difficulties, currently in the third year of basic education. Using a qualitative approach and case study methodology, the research aimed to analyze cognitive, linguistic, and contextual factors influencing the child's literacy development. Data were collected through a structured interview, the d2 Attention Test, and the PROLEC-R battery. Findings revealed significant limitations in sustained, selective, alternating, and regulatory attention, hindering the child's ability to focus during reading, follow instructions, and switch between tasks. In the linguistic domain, phonological, syntactic, semantic, and lexical difficulties were identified, which negatively affect reading fluency and comprehension. The analysis confirmed a direct relationship between attentional deficits and written language processing issues. The study concludes that early intervention must integrate strategies that support attention, language development, and collaboration between family and school to promote meaningful progress in literacy acquisition