Publication: Conocimiento del profesorado sobre las dificultades
específicas de aprendizaje en lectura y escritura
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Date
2015
Authors
Guzmán, Remedios ; Correa, Ana Delia ; Arvelo, Carmen Nuria ; Abreu, Bárbara
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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Description
Abstract
Las Dificultades Específicas de Aprendizaje suscitan mucho interés últimamente en el ámbito
educativo y las recientes reformas legislativas suponen un cambio en este concepto. El rol del
profesorado en la prevención, detección e intervención de estas dificultades exige conocimientos
específicos. Este estudio analiza el conocimiento del profesorado de Infantil y Primaria sobre
Información general, Síntomas/diagnósticos e Intervención en DEA en lectura y escritura (DEALyE)
y su relación con la formación inicial y la experiencia docente general y específica. En un
estudio por encuesta una muestra de 149 profesores respondió un cuestionario con ítems demográficos
(11) y una escala de conocimiento sobre DEA-LyE (38 ítems). Los resultados mostraron
un porcentaje mayor de conocimientos en Intervención, concepciones erróneas en Síntomas/
Diagnóstico y lagunas de conocimiento en Información General. La formación y la experiencia
no se relacionaron con los conocimientos. Las conclusiones destacan las repercusiones prácticas:
las concepciones erróneas sobre síntomas afectan negativamente la identificación adecuada de
estudiantes DEA-LyE, la atención a síntomas de riesgo y la intervención temprana. Asimismo
incrementan remisiones inapropiadas a los orientadores e intervenciones poco efectivas.
Specific Learning Disabilities (SLD) have generated much interest from educators and recent legislative reform has led to changes in this concept. The role of teachers in the prevention, detection and intervention of these disorders requires specific knowledge. This study analyses preschool and primary school teacher knowledge of general information, symptoms/diagnoses and interventions on reading and writing SLD (SLD-R and W) and its relationship with initial training and general or specific teaching experience. A sample of 149 teachers completed a survey including demographic questions (11) and a scale of knowledge on SLD-R and W (38 items). Results of the survey reveal that teachers have a greater degree of knowledge regarding intervention, erroneous conceptions of symptoms/diagnoses and knowledge gaps regarding general information. No relationship was found between training and experience and this knowledge. Conclusions reached highlight some practical repercussions: erroneous conceptions of symptoms may negatively affect the identification of SLD-R and W students, attention to risk factors and early intervention. It may also increase the risk of inappropriate counselor referrals and ineffective interventions.
Specific Learning Disabilities (SLD) have generated much interest from educators and recent legislative reform has led to changes in this concept. The role of teachers in the prevention, detection and intervention of these disorders requires specific knowledge. This study analyses preschool and primary school teacher knowledge of general information, symptoms/diagnoses and interventions on reading and writing SLD (SLD-R and W) and its relationship with initial training and general or specific teaching experience. A sample of 149 teachers completed a survey including demographic questions (11) and a scale of knowledge on SLD-R and W (38 items). Results of the survey reveal that teachers have a greater degree of knowledge regarding intervention, erroneous conceptions of symptoms/diagnoses and knowledge gaps regarding general information. No relationship was found between training and experience and this knowledge. Conclusions reached highlight some practical repercussions: erroneous conceptions of symptoms may negatively affect the identification of SLD-R and W students, attention to risk factors and early intervention. It may also increase the risk of inappropriate counselor referrals and ineffective interventions.
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