Funcionalidad familiar y comprensión lectora en una adolescente con trastorno específico del aprendizaje.

Abstract

This research aims to analyze the influence of family functioning on the reading comprehension of a 14-year-old adolescent with a Specific Learning Disorder. This neurobiological condition significantly impairs the acquisition of fundamental academic skills, such as reading, writing, and arithmetic, thereby affecting overall academic performance. Through a qualitative, descriptive case study approach, multiple contributing factors to the adolescent´s reading difficulties were identified. Among them, a severely dysfunctional family environment stands out, characterized by maternal absence, lack of clear boundaries, frequent interpersonal conflicts, and limited emotional and academic support. The methodological design included the application of the PROLEC-SE-R test to assess reading comprehension. The Family APGAR questionnaire was used to evaluate family functioning, and a semi-structured interview was conducted with the adolescent´s legal guardian. Findings reveal an unstable family structure, ineffective communication patterns, emotionally detached relationships, and the absence of clearly defined normative factors that directly affect the adolescent´s cognitive and emotional development. The results underscore the pivotal role of family functioning in reading comprehension, highlighting the family as the primary context for emotional support and learning stimulation. An unstructured home environment negatively influences learning processes and the development of self-esteem. Based on these findings, a comprehensive intervention is proposed, encompassing psychological support, strengthening of family bonds, and the implementation of targeted psycho-educational strategies.