Incidencia de la dislexia en la autopercepción lectora y en el clima de aula
Palabras clave:
clima de aula, autopercepción lectora, dislexia, profesoresResumen
Escasa atención ha prestado la investigación sobre la dislexia a los aspectos relacionales en el aula y a su incidencia en el proceso de enseñanza-aprendizaje, y a su autopercepción como lectores. Por ello, este trabajo pretende explorar el clima de aula, la implicación en las actividades de lectura y su autopercepción como lectores de los alumnos con dislexia en relación a sus compañeros sin dificultades. Participaron 40 niños: 20 con dislexia y 20 con rendimiento promedio, equilibrados en edad cronológica y género. En general, los resultados muestran medias significativamente inferiores en todas las dimensiones de autopercepción en los niños con dislexia. A su vez, sus profesores consideran que se implican menos, especialmente en las actividades de lectura, aunque también reconocen que les prestan menos ayuda y se preocupan menos de los alumnos con dislexia que de sus compañeros sin dificultades. Se discuten las implicaciones para la intervención en dislexia.
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