Programa de intervención en conciencia fonológica y lectura en un caso de síndrome de CDKL-5

Abstract

Purpose The purpose of this case study, is to test out the effectiveness of an intervention program in phonological awareness (LOLE Program) to improve reading skills in a 13-year-old adolescent with CDKL-5 syndrome. Method and data analysis A pre-post test design was used that incorporates the dynamic assessment and the phonemic awareness (LOLEVA) and word reading (PROLEC-R) assessment. Results The results show an increase in syllabic and phonemic awareness skills, and a progressive acquisition of task resolution strategies, evidenced by the decrease in requested help. This improvement does not translate into greater non-word reading. Discussion and conclusions In cases of severe functional diversity, learning to read requires a multisensory intervention, which does not mean that phonological awareness instruction, especially if it is offered before the explicit teaching of written language, it can help learning for these people.