Efecto de la instrucción en conciencia morfológica sobre el aprendizaje de la lectura en alumnos con dislexia.

Abstract

INTRODUCTION: This writing is carried out with the purpose of knowing the effect of instruction on morphological awareness in students with dyslexia, this study is important for the educational and clinical field, since it allows us to understand the processes involved in reading, focusing its interest in morphological awareness being the body of study in this process METHODS: Systematic review, under a complementary approach, the PICO strategy was implemented for the formulation of the research question and search of scientific literature, the GRADEpro tool was used to measure the level of evidence and degree of recommendation. RESULTS: 58 articles were found, of which when performing the literary review 5 met the criteria established for the review ANALYSIS AND DISCUSSION: The evidence found in the study shows that instruction in morphological awareness generates positive advances in the teaching of reading in students with dyslexia. CONCLUSIONS: It was concluded that morphological awareness is a key factor in linguistic and learning processes, especially with regard to written language, reading, reading comprehension, and spelling, the literature indicates that there is a high relationship between awareness phonological and morphological being totally independent, one predicts the other, therefore it is essential to work together, therefore the phonological intervention is effective to improve word reading skills of dyslexic children but the morphological instruction, despite producing a great positive effect, could not show significant results, in the mentioned studies.