2.1.

- Reading and writing disorders

2.2. - Dyslexia
2.2.1. - Dyslexia and reading and writing disorders
2.2.2. - Dyslexic syndrome
2.2.3. - Neuropsychological factors of the dyslexic
2.2.4. - Work activities with the dyslexic child
2.2.5. - Sensorimotor activities of the dyslexic child
2.2.6.
-

2
Development of dyslexia intervention materials

3
2.3. - Dysorthography
2.3.1. - Etiology
2.3.2. - Disorthographic characteristics
2.3.3. - Classification of dysorthography
2.3.4. - Work activities with the disorthographic child
2.3.5. - Preparation of materials and intervention in
dysorthography

4
 DEVELOPMENTAL DISABILITIES AND LEARNING
DIFFICULTIES

2.-Difficulties in reading and writing

2.4.
- Dysgraphia
2.4.1. - Etiology
2.4.2. - Classification of dysgraphic disorders
2.4.3. - Detection
2.4.4.- Dysgraphic errors
2 4.5.- Work activities with the dysgraphic child
2.4.6.- Preparation of intervention materials in dysgraphia

5
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

- The term Learning Difficulties refers to those schoolchildren who, without

having below-average intelligence, disability, lack of motivation, sensory
deficit or belonging to ethnic or cultural minorities, present below-average
curricular results, with their delay and difficulty in any of the instrumental
learning: reading, writing or calculation.
- It is believed that this is due to disorders in the Central Nervous System.
- ADs can be temporary or permanent.
- According to the DSM-IV, there must be a discrepancy between your level
of intelligence and your academic results.
The term academic learning difficulties designates the following:

1) Learning difficulties in reading (LD)

2) Learning difficulties in writing (DAE)
3) Learning difficulties in mathematics (LDM)

6
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

Reading and writing turn out to be complex strategies , even for the
majority of children who learn to read and write without difficulty.
However, with the appropriate degree of maturation and a favorable
pedagogical environment , children are capable of mastering reading
and writing.

6
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES
2.-Difficulties in reading and writing . Thanks to the command of
the written language, the process of assimilating the culture,
knowledge and techniques of the society in which we live is carried
out.

. And it is in the Primary Education stage , where learning

difficulties in reading and writing can begin to become evident.

. Learning to read and write, a basic acquisition, is essential for

subsequent learning , so that the specific problems that appear will hinder
the school progress of the children who suffer from them. The student with
difficulties in reading and writing will not only have problems in the area of
Language and Literature, but in the rest of the subjects.

8
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

Reading or writing failure not only hinders school progress but

also has long-term effects; it can be the first step towards
social failure due to its impact on self-concept and self-esteem,
goals and aspirations, social relationships and academic or
professional decision making.
ORAL LANGUAGE AND WRITTEN LANGUAGE
. Spoken language is a primary linguistic activity, while writing is a
system of graphic representation of spoken language, therefore a
secondary linguistic activity.
. They are two communication systems that share some
characteristics.

9
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

. For reading and writing it is necessary to reach explicit awareness, which is

phonetic and phonological awareness .

. Phonological awareness is not necessary to learn to speak or to understand

oral language. In fact, except in exceptional cases, all children naturally
acquire oral language, something that does not happen with reading and
writing, which requires systematic teaching and still poses difficulties for a
high percentage of children.

10
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

COGNITIVE PROCESSES INVOLVED IN READING LEXICAL OR

DIRECT ROUTE
• The direct, visual or orthographic route, like the global literacy
methods, is characterized because it allows the connection of meaning
with graphic signs through the intervention of the global visual memory of
the written words; It is the learning of grapheme-phoneme relationship
processes spontaneously in the intensive presence of words and phrases.
• It involves the recognition of a word by selection of visual cues.
• It is useful when the words are familiar to the reader or very frequently
used.

11
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

COGNITIVE PROCESSES INVOLVED IN READING

PHONOLOGICAL OR INDIRECT ROUTE
• It allows you to reach the meaning by transforming each grapheme into
its corresponding sound and using the set of sounds to access the
meaning.
• It involves access to the lexicon by associating graphemes with their
phonemes.
• Words are recognized by their phonemic structure.
• It is used when the words are unknown, infrequent or long.

12
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

COGNITIVE PROCESSES INVOLVED IN

READING

1 .- Perceptual processes : when we read we make a series of movements to

direct our eyes, from left to right through quick jumps or saccadic
movements, which alternate with periods of immobilization or fixation.
2 .- Lexical access processes : letter identification is a necessary process to
be able to read, but not sufficient. Recognizing a word means deciphering
its meaning.
There are two procedures to arrive at the meaning of words: the lexical or
direct route and the phonological or indirect route .
The use of one or the other is determined by various factors: age, learning
level, teaching method, being a good or bad reader.

13
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2 .-Difficulties in reading and writing

COGNITIVE PROCESSES INVOLVED IN READING

3 .- Syntactic processes : isolated words allow us to activate
meanings that we have stored in our memory but they do not
transmit messages. In order to provide some new information, it is
necessary for these words to be grouped into a higher structure such
as the sentence. Therefore, when we read, in addition to recognizing
the words we have to determine the role that each one plays within the
sentence.
4 .- Semantic processes : once the syntactic roles have been assigned, the
last process begins, whose mission is to extract the meaning of the text,
integrate that meaning into the rest of the knowledge stored in memory to be
able to make use of that information, that is when We say that there is a
process of understanding.

14
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2 .-Difficulties in reading and writing

COGNITIVE PROCESSES INVOLVED IN READING

5 .- Spelling processes : they refer to the understanding of arbitrary

writing rules and knowledge of the correct spelling of words.

6 .- Operational memory or Working memory : it is the ability to retain

information while processing the new information that arrives.

15
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

2.1. -Disorders in reading and writing

We must differentiate, first of all between:

- Delay in development . It would be related to a slowdown in
brain maturation and, therefore, to a delay in achieving the
necessary skills to be able to carry out a certain activity. It
implies that the boy or girl needs a longer time than established
for his or her age to acquire the skill but that in the end he or she
will achieve it normally.

15

16
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

2.1. -Disorders in reading and writing

- On the other hand, the alteration in neurodevelopment would be

related to an abnormal structural and/or functional organization
in the brain region or neural system involved in achieving that
ability. The alteration would imply that the ability will never be
achieved, at least within the range of normality, in relation to the
normative or reference group in which the boy or girl is located.

- Therefore, children with Developmental Dyslexia (DD) will have

serious difficulties in achieving an acceptable reading level and will
not respond to traditional learning methods.
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

2.2. - Dyslexia
. It is important to detect literacy learning difficulties early.
. Reading and writing is a perceptual-motor process that requires
the integration of visual, auditory and motor functions.
Concept:

It is defined by the World Federation of Neurology as a disorder that

manifests itself in difficulties in learning to read through conventional
means of instruction, despite the existence of a normal level of
intelligence and adequate socio-cultural opportunities.

17

18
 DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

2.2. - Dyslexia
2.2.1. - Dyslexia and reading and writing disorders
Among the emotional, behavioral and school manifestations that
we observe when faced with the difficulties that the student
presents, we must highlight:
- Anxiety.
- Low self-concept.
- Behaviors: insecurity, excess vanity, aggressiveness, etc.
- Unstable attention, disinterest in studying, lack of motivation
and curiosity.
- Psychosomatic disorders: sleep problems, digestive problems,
allergies, etc.
Ni-(N

l 19
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

2.2. - Dyslexia
2.2.1. - Dyslexia and reading and writing disorders

In school tasks , manifestations such as:

- Reading : slow, lack of rhythm, loss of line, confusion in the order of
letters, reversals of letters and words, mixing of sounds or inability to
read phonologically.
- Writing : stiffness, muscle fatigue, poor handwriting with poorly
differentiated, poorly crafted letters, change in size, poor spelling due
to difficulty in perception and visual memory.
- Orientation and directionality problems : difficulty differentiating
left/right, orientation and direction problems, and associating verbal
labels with directional concepts.

2
0
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

2.2. - Dyslexia

2.2.1. - Dyslexia and reading and writing disorders

- Indicators in speech and language : dyslalias or articulatory

problems, poor vocabulary, difficulties expressing ideas
verbally, verbal comprehension problems may appear, although
not necessarily.
- Indicators in psychomotor skills : delay in the structuring
and knowledge of the body scheme, sensory-perceptive difficulties
(confusion of colors, sizes, positions), motor clumsiness, tendency
to write in a mirror.

20
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

2.2. - Dyslexia
2.2.2. - Dyslexic syndrome
We can highlight three types of dyslexia: phonological, superficial
and mixed .
a) Phonological dyslexia is due to a disorder in the translation
mechanism of graphemes or their combinations to a phonological
code since they have excessive dependence on the visual form of the
word. Those who suffer from them have normal access to the lexical route
(reading known and irregular words) but have many difficulties in the
phonological route (reading pseudowords and regular words).
. They show difficulties in phonological decoding , which leads them to
make errors in unfamiliar words.

2
2
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

2.2. - Dyslexia
2.2.2. - Dyslexic syndrome

b) In surface dyslexia , subjects can read by the phonological

procedure but not by the lexicon. With which, they recognize words
through their sound. Likewise, they read regular words better, they can
read pseudowords, they confuse homophones (words that share phonology
but are different in spelling), they present errors in omission, addition and
substitution of letters , regularization and accentuation errors.
. They read slowly, hesitantly and with few errors.

2
3
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

2.2. - Dyslexia
2.2.2. - Dyslexic syndrome
The third type would be:

c) Mixed dyslexia , which shows a combination of the characteristics of the

previous subtypes.

2
4
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

We can highlight the dyslexic profile that Rueda (1995) offers

us, with the following characteristics: normal intelligence ( IQ greater
than 85), delay in reading with respect to the chronological age of at least
2 years if the child is over 10 and 1 years and 6 months if under 10.

Also, normal or corrected vision and hearing, adequate schooling without

absenteeism greater than 10%, coming from an average socio-family
environment , no physical or emotional problems .

2
5
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

2.2. - Dyslexia
2.2.3. - Neuropsychological factors of the
dyslexic
Etiology :
Neurological factors :

- Left hemisphere lower processing rate

- Manifestation of a bilateral representation of spatial processing,
considered a function of the right hemisphere, interferes with the
processing of linguistic functions of the left hemisphere -
Neurodevelopmental delay
- Mild neurological dysfunctions, minor coordination problems
-Maturational problems that affect visual and auditory perception,
memory and psychomotor development

25
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2
7
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

Etiology :
Cognitive factors:

- Perceptual and memory deficits :

o The existence of perceptual deficits has not been
demonstrated. However, they have perceptual problems when visual stimuli
are presented verbally labeled.
o Verbal and phonological coding difficulties, rather than perceptual ones,
since they fail only when the stimuli have to be processed verbally.
o Memory difficulties.

2
8
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

Etiology :
Cognitive factors:

- Deficit in verbal processing :

o Their intelligence is good, the deficit is not
conceptual, the difficulty arises when they have to abstract and generalize
verbal information in transfer tasks.
o Poor reading comprehension.
o Poor syntactic command. Reduced vocabulary, less fluency for verbal
descriptions and less complex syntactic use than in non-dyslexics.
o Failures in the sound analysis of letters or graphemes. They do not have
difficulty in verbal processing in general, but rather their problem lies in
phonological coding. They are difficulties when transforming the letters or
words they see into a verbal code.

2
9
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES
2.-Difficulties in reading and writing

Etiology :
Genetic factors:

2.2.- Dyslexia

The genetic origin has been confirmed in

different works on the presence of
reading difficulties among parents and
siblings of children diagnosed with
dyslexia. These works indicate that there are many cases in which this
disorder has been observed among first-degree relatives of a child with
dyslexia.
In these studies, different regions on the chromosomes have been
identified that contain genes that affect the reading process.

3
0
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

31
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

2.2. - Dyslexia
1 .2.4.- Work activities with students who have dyslexia
As we know, some of the characteristics of these children are
their slow reading progress in relation to school demands. As a
consequence, low motivation, self-esteem and self-confidence
result, which leads you to consider yourself a FAILURE. Therefore,
he hates reading, school learning and school.
It is necessary to look for compensatory strategies , adapted to the
characteristics of each student, so that they can access the curricular
contents and avoid academic failure.
The adaptation of educational objectives becomes a necessary condition for
these children, requiring specific programs to

3
2
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2 .-Difficulties in reading and writing

2.2. - Dyslexia
2.2.4. - Work activities with students who have dyslexia
. Following the recommendations provided by the International
Dyslexia Association, let's look at a general framework regarding
accommodations that can be used in the classroom.

. They would be grouped into three categories:

- Adaptations at the material level.
- Adaptations related to the methodology .
- Adaptations in evaluation.

30
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES
2.-Difficulties in reading and writing
2.2. - Dyslexia
2.2.4. - Work activities with students who have dyslexia
Adaptations at the material level : they allow the teacher to
provide individualized attention in class when the student
accesses learning differently than the rest of his or her classmates.
Can:
- Simplify written instructions : children with DD may find themselves
overwhelmed by texts that contain many units of information. One way
to address this difficulty would be for the teacher to previously
underline or highlight the most important parts of the text, or
summarize it in a simple sentence.
- Break the texts into smaller parts : in order to avoid high rates of
anxiety and demotivation due to the amount of work that the student
must do, it may be effective to break the text into smaller pieces or
eliminate parts of it when it provides redundant information. .

3
4
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

2.2. - Dyslexia
1 .2.4.- Work activities with students who have dyslexia
- Mark the most relevant and essential information in the student's
book with fluorescent lights .
-Make a glossary of new terms that appear or will appear in
different areas, so that you can become familiar with them.
- Provide diagrams to the student : the use of diagrams is effective so that
the student can follow the development of the topics having a simplified
reading support (the diagram), which subsequently facilitates the memory
of the information that the teacher has given.
In addition, it helps you understand the main idea and the aspects related
to it. —

3
5
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2 .-Difficulties in reading and writing

2.2. - Dyslexia
1 .2.4.- Work activities with students who have dyslexia
- Recorder : the recorder can be an effective aid for the
child can solve his difficulties in acquiring knowledge, as a result of reading
disability. The student can access the instructions, texts and specific
lessons at any time they need them, to clarify the understanding of the
instructions and concepts that they have not been able to resolve through
reading.
At the same time, this technique could contribute to the improvement of
reading skills, since the student can read the text while listening to it.

bdqp

3
6
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2 .-Difficulties in reading and writing

2.2. - Dyslexia
2.2.4.- Work activities with students who have dyslexia
Adaptations related to the methodology :
In order to get the child with DD to pay attention and be motivated to
understand a written text, we must provide effective strategies for each
student. Some adaptations to promote effective interactive training
activities are:
- Explicit use of teaching procedures: Many commercial materials do not provide
teachers with the use of explicit teaching procedures, so the teacher must often
adapt this material to include these procedures. Teachers can include explicit step-
by-step teaching within their lessons (e.g., preview the task, provide guided practice,
offer corrective feedback, independent student practice, monitor practice, and
review).

34
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES
2.-Difficulties in reading and writing
2.2. - Dyslexia
1 .2.4.- Work activities with students who have dyslexia
Adaptations related to the methodology :
- Ensure that the student has understood the instructions of the task :
when the student must carry out an activity whose instructions are
presented in writing, the teacher must ensure that the student has
understood them. To do this you must ask the student and he will verbally explain
what he has understood.
- Use step-by-step instructions : new information can be presented in small
sequential steps. This helps students with difficulties since they need explicit and
detailed explanations.
- Write the sections and the most significant vocabulary of the topic on the
blackboard : before an explanation, the teacher can write the new vocabulary words
and the main aspects on the blackboard.

3
8
2 .-Difficulties in reading and writing
2.2. - Dyslexia
1 .2.4.- Work activities with students who have dyslexia
Adaptations related to the methodology :
- Promote cooperative learning techniques in pairs or small groups in those
activities that have a high reading component.
-Place the student close to the teacher so that he or she can offer the
necessary help.
- Use signs to highlight the most important aspects : asterisks or other markers can
accentuate the questions or activities that are most important for the evaluation.
This helps students make the most of their time during exams .
- Allow the use of material supports : the use of teaching resources such as the
calculator, multiplication tables, etc. must be allowed.

3
9
36
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES
2 .-Difficulties in reading and writing
2.2. - Dyslexia
2.2.4. - Work activities with students who have dyslexia
Adaptations related to the methodology :
- Show the work done : showing others the work well done can help students
improve their self-esteem, their motivation towards the task and their expectations.
- Use tutored teaching : the teacher can bring together students of different levels
to review activities, to prepare for an exam, read aloud to each other, write stories,
etc. A classmate can also read the math problems to the student with reading
difficulties so that they understand them.
- Have flexibility in working time : students who work more slowly may have more
time to complete written tasks.
- Provide additional activities : not all students require the same amount of practice
to master content, many struggling students need additional practice.
2.-Difficulties in reading and writing
2.2. - Dyslexia
1 .2.4.- Work activities with students who have dyslexia
Adaptations related to the methodology :

- Provide additional activities : not all students require the same amount
of practice to master content, many struggling students need additional
practice.

41
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2 .-Difficulties in reading and writing

2.2. - Dyslexia
2.2.4. - Work activities with students who have dyslexia
Adaptations in evaluation :
- Adjust the evaluation to the characteristics of the students: students can
be allowed to take oral exams and use any complementary materials they
may need.
- Support written material with graphics or images.
- Assess the content of the answers and not the spelling or composition of
the text.
- Involve all the professionals who affect the student in the evaluation
process so that they all make adaptations to the student.

4
2
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES
2.-Difficulties in reading and writing
2.2.- Dyslexia
2.2.5. - Sensorimotor activities of the child with dyslexia
- Dyslexics tend to be clumsy and fall easily because they stumble
and have poor balance, jump poorly or cannot do so.
- They have difficulty with daily activities such as dressing,
buttoning, tying, cutting, picking up a pencil, drawing...
- Regarding sensorimotor organization , rhythm occupies a very
important place. It is an indispensable basis in the notion of time.
- The sense of rhythm includes the notions of slow and fast, which implies a
duration and succession in time, intensity, intonation, cadence, accent and
melody, in relation to movements, speech and music. The lack of capacity in
the rhythmic perception of the phrase can be the cause of slow reading,
without rhythm or modulation, mechanical, without understanding.

4
3
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES
2.-Difficulties in reading and writing
2.2. - Dyslexia
1 .2.5.- Sensorimotor activities of the child with dyslexia The lack
of rhythmic ability to speak produces the following errors in
reading:
– Errors in the ordering of the letters that make up words.
– Errors in the accentuation of words.
– When writing, errors in the separation of words.
– If the condition is serious, errors in the grammatical construction
of the sentence and in spontaneous writing.
In the mechanics of articulation, phonetic errors of perceptual-
motor origin, generated by failures in phonetic integration and in
the sensitivity and motility of the articulation organs. In speech,
errors in word formation of perceptual-motor etiology.

4
4
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2 .-Difficulties in reading and writing

2.2. - Dyslexia
2.2.5. - Sensorimotor activities of the child with dyslexia
In this sense, to promote sensorimotor development, a CLASSICAL
TRAINING PROGRAM is proposed:
1. MOVEMENT EDUCATION
2. PERCEPTUAL EDUCATION
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

3. -Difficulties in reading and writing

1 . MOVEMENT EDUCATION:
Education of basic body movements.
Control of muscle tone.
Rhythmic education.
Motor imitation.

Rhythm with accents.

Fast motor response.
Motor sequence.
Alternate and simultaneous movements.
Complex rhythms.
Relaxation and phrasing.
Visual-motor coordination and handwriting: eye-foot coordination exercises, visual-
spatial exercises, manual activities, hand-eye coordination, digital exercises.

43
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2 .-Difficultiesininreading
2.-Difficulties readingand
andwriting
writing
2.2.- Dyslexia
2.2.6.- Development of intervention materials in dyslexia
2.STEPS Processes
OF THE EDUCATION:
PERCEPTUAL Activities
PROCESS
Stimulation of auditory gnosias: phonological decoding, reproduction of rhythmic cues.
RECOGNITION Auditory Perception and
Stimulation of
THE PHONEME visual gnosias: figure-ground
Phonological exercises, complementation of drawings, strokes,
Awareness
figures and letters.
Process •Find similar sounds..
Stimulation of tactile gnosias. •Recognize them in words
Stimulation of spatial gnosias. •Find words that start
Stimulation of temporal gnosias. with... or end in...
Stimulation of kinesthetic gnosias.
Stimulation
JOINT of proprioceptive gnosias.
Verbal •How we put our mouth,
OF THE PHONEME
lips, tongue... Support
with drawings.
•How the air comes out
when we say it.
•Tactile, visual,...
supports
44
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing
2.2.- Dyslexia
2.2.6.- Development of intervention materials in dyslexia
STEPS OF THE Processes Activities
PROCESS

JOIN IT TO A Neuromotor • That helps you evoke it, that

GESTURE
reminds you of the strength or
softness when emitting it.
RECOGNITION Visual perception •Recognize the shape.
OF THE GRAPHEME
•Recognize the orientation.
•Discriminate visually from
others.
•Recognize it in words.
JOB Graphomotor •Go over it with your finger.
GRAPHOMOTRIC
•Review it on sandpaper letters.
•Do it with your finger in sand, in
the air...
•Color it, chop it, review it with a
pencil, copy it,...
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

2.2.- Dyslexia
2.2.6.- Development of intervention materials in dyslexia

STEPS OF THE Processes Activities

PROCESS
FORM SYLLABLES Auditory, Verbal, Written, •Join it to vowels.
WITH IT Graphic, Phonological
•Recognize syllables.
Awareness
•Segment words into
syllables.
•Find words that have
that syllable.
•Always check with the
written word.
•Write them.
•Surround the syllable in
words.

47
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES
2.2.- Dyslexia
2.-Difficulties in reading and writing
2.2.6.- Development of intervention materials in dyslexia
2.2.- Dyslexia
STEPS OF THE Processes
2.2.6.- Development
PROCESS of intervention materialsActivities
in dyslexia
PLAY WITH WORDS Verbal, Written, Graphic, •Compose a sentence with
TO FORM
STEPS PHRASES Processes
OF THE Semantic and Activities drawings
PROCESS Morphosyntactic •Read the pictures of the
FORM WORDS AND Auditory, Verbal, •Say words with certain syllables.
MANIPULATE THEM Written, Lexical sentence
•Read words, associate them with the corresponding drawing or
image. •Write the phrase naming the
and Graphic •Associate pictures with words.
drawings.
•Find a certain syllable in a word.
•Change the order•Join images
of the syllablesto sentences.
and see if other meaningful
words come out.•Select between two sentences
•Change the vowels in a word and see what words come up.
the one that corresponds to an
•Add a syllable to a word and see what meaningful word it
becomes. image.
•Select
•Remove a syllable between
from a word twowhich
and check images
word the
is left.
•Write words. one that corresponds to a
•Make a file of drawings and words to use in class.
phrase.
•Make a kind of personal dictionary with drawings and images and
words. •Compose sentences starting
from a word.
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

2.2.- Dyslexia
2.2.6.- Development of intervention materials in dyslexia

STEPS OF THE Processes Activities

PROCESS
COMPOSE TEXTS Written, Semantic,
Morphosyntactic and Pragmatic •Give a title to a story or
story.
•Describe an activity with
pictures and words.
•Write small illustrated
stories that are part of
the classroom library.

50
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES
2.-Difficulties in reading and writing
2.2. - Dyslexia
2.2.6. - Development of dyslexia intervention materials
- With all these activities, the aim is for the child to play and
manipulate the words, compose and decompose them, change their
elements and experiment with what happens, segment them, compose
sentences by changing the words and drawings. .
-In short, become aware of what its structure is like. Therefore, it is
proposed that they work at the auditory, verbal, visual, graphic and written
levels. -That they be carried out with very diverse materials and that are not
exclusively pencil, paper and book. Thus, materials with images, drawings, boxes
of letters, syllabic alphabets, decks of cards or dominoes, silent dictations, files
made by the children themselves with drawings and words, files or dictionaries
made by the children themselves, cutting out images and words from magazines
are recommended. advertising for department stores, furniture stores, toys,
food, and stories in the classroom.

5
4
2.-Difficulties in reading and writing
2.2.- Dyslexia
2.2.6.- Development of intervention materials in dyslexia
For somewhat older children, hobby-type activities are very
suggestive and effective: crossword puzzles, word searches,
self-defined puzzles, finding the errors in the images,
hieroglyphs.
They should be done collectively, with the whole group or in small
groups and the last step would be to move to the student's personal
Reading and writing activities should not focus only on school content. If
we want them to be motivated, we will have to teach them the value that
this learning has in daily life. Therefore, we can do activities such as:
. Read and write a recipe that we are going to make.
. Write messages to other people.
. Write a letter to a friend.
. Make a list of the things you need for something.
. Write a story in groups and illustrate it, bind it, make it part of the classroom library, take it
home to read with your parents. . Read stories and write different endings for them.
. Write the lyrics of a song by your favorite singer.

5
5
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES
2.-Difficulties in reading and writing
2.2. - Dyslexia
2.2.6. - Development of dyslexia intervention materials

. Make murals about press news that is current or of interest

to them.
. Search for information about a character (athlete, actor, singer) and do
work that can be presented in class.
. Use informational books (school library books, encyclopedia) to find
information that interests the class.
. Involve the family, asking them to collaborate in the compilation of
popular tradition stories, proverbs, popular songs, rhymes.

5
6
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

As a reflection , we must highlight the following:
-There must be adequate coordination between the three areas:
parents, teachers and students.
-Children with DD seem to be resistant to current treatments to
prevent and remedy their difficulties. Although some of them can
achieve improvement, their reading skills usually remain at least
two years below the normative group.
-While a method capable of solving reading difficulties is
discovered, it is necessary to give them an educational response
with compensatory strategies at the school level, which will involve
some modifications in the teaching-learning process. These
modifications would be related to materials, methodology and
evaluation .
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.-Difficulties in reading and writing

And, let us not forget that “the most effective component of an

intervention program is the continuous manifestation of affection,
trust and acceptance by those around the student who, on the
other hand, is not responsible for the demand made of him or her.
of their difficulties in responding to it” (Huerta and Matamala).

5
8
 DISORDERS OF
DEVELOPMENT AND
DIFFICULTIES OF
LEARNING

5
9
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.3. - DYSORTOGRAPHY

CONCEPT
. IT CAN BE DEFINED AS THE SET OF writing errors that affect the
word and not its layout or spelling (García Vidal, 1989).

. WHEN TALKING ABOUT DYSORTHOGRAPHY, THE PROBLEM OF

GRAPHOMOTOR TYPE, LAYOUT, SHAPE AND DIRECTIONALITY OF THE
LETTERS IS LEFT ASIDE AND EMPHASIS IS PLACED ON THE ABILITY TO
TRANSCRIBE THE SPOKEN OR WRITTEN LINGUISTIC CODE THROUGH THE
CORRESPONDING GRAPHEMES OR LETTERS, RESPECTING THE CORRECT
ASSOCIATION BETWEEN PHONEMES, THE ORTHOGRAPHIC PECULIARITIES
OF SOME WORDS, IN WHICH THE CORRESPONDENCE IS NOT SO CLEAR,
AND THE SPELLING RULES.

6
0
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.3.-
DYSORTOGRAPHY
2.3.1.- Etiology

t Perceptual causes . Deficits in perception, visual and auditory

o) memory. Spatiotemporal type deficit.
b) Intellectual causes . Intellectual deficit or immaturity.
c) Linguistic causes . Phonological problems, poor knowledge and use
of vocabulary.
d) Affective-emotional causes . Low level of motivation, lack of
attention to the task.
a Pedagogical causes . Problems with the method.
n
d)

61
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

Linguistic-perceptual errors:
. Substitution of related phonemes by the point and/or mode of

2.3. -
DYSORTOGRAPHY
2.3.2. - Disorthographic
characteristics
articulation.
t
. Omission and addition of phonemes, syllables and words.
o)
. Inversion of sounds, graphemes, syllables in a word or words.
Visuospatial errors
. Substitution of letters that differ in position in space or because
they have similar visual characters.
b)
. Writing words or phrases in mirror.
. Confusion in words with phonemes that allow double spelling.
. Omission of the letter “h” because it does not have a phonemic
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

correspondence.
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.3.- DYSORTOGRAPHY

2.3.3. - Disorthographic characteristics

c) Visual-auditory errors: difficulty in carrying out synthesis

and association between phoneme-grapheme.
d) Errors in relation to content: improper unions and
separations.
e) Errors related to spelling rules: capitalization, accents,
punctuation marks, etc.

60
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.3.-
DYSORTOGRAPHY
2.3.4.- Classification of
dysorthography
Based on Luria's classification, we highlight:
Temporal dysorthography: difficulty in perceiving phonemic
aspects with their corresponding translation and the ordering
and separation of their elements.
Perceptual-anesthetic dysorthography: inability of the subject
to accurately repeat the sounds heard, substitutions arising due
to the point of articulation of the phonemes.
Ex.: seventh by seventh.
Kinetic dysorthography: joining-detaching errors. Elparato, seva,
later.

61
 DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.3.- DYSORTOGRAPHY
2.3.4. - Classification of dysorthography
Visuospatial disorthography: alteration in the perception of
graphemes, appearing rotations and static inversions b/ p, d/ q
(layer for cup) or graphemes substitutions m, n, o, a (monkey
for hand). Confusion of double spelling letters b/v, g/j (cheap
for cheap).
Dynamic dysorthography: alterations in the written expression
of ideas and in the syntactic structuring of sentences. For
example: “grass grows among the trees” instead they write
“trees grow among the grass.”
- Semantic disorthography: the meaning of the words
is altered. Ex: hard because it was hard.
Cultural dysorthography: difficulty learning
spelling rules, capital letter after period,
b/v, g/j rule.

6
6
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.3. - DYSORTOGRAPHY
2.3.5. - Work activities with the disorthographic child
To teach spelling, we must take into account:
- That spelling learning is a process that requires
skillful and expert direction, because students learn at
different rates and in different ways, methods must adapt to
variety.
- That should help each child discover methods that facilitate
the fixation and evocation of the correct way to write the
words.
- That the correction must be adapted to the needs of each child
and the characteristics of the faults.
- That to ensure retention, periods of
practice and exercise .

6
7
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.3.-
DYSORTOGRAPHY
2.3.5.- Work activities with the dysorthographic child
Therefore, we must:

Facilitate the child in learning the correct writing of a word

of value and social utility.
Provide methods and techniques for the study of new words.
Get the child used to using the dictionary .
Develop spelling awareness , that is, the desire to write
correctly and the habit of checking your written productions.
Expand and enrich your graphic vocabulary.

64
 DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.3. - DYSORTOGRAPHY
2.3.6. - Development of intervention materials in dysorthography
DIFFICULTY OR RECOMMENDED
DISORDER TECHNIQUES
• Stimulation of associated factors: Perception,
DYSORTOGRAPHY discrimination and auditory and visual memory,
organization and spatial structuring.
• Linguistic stimulation: Phonetic and phonological awareness,
spelling, lexicon and vocabulary.
•Notebook with an inventory of spelling errors , next to the
correct word, will be used to carry out activities such as:
memorization of words, dictation of words, formation of
sentences, classification into lexical families.
- Spelling file . The student will make cards with words with some
spelling difficulty, in which they make the error. The well-written
word appears at the front, and the incomplete word at the back.
Eliminating the letter that poses the difficulty, an allusive drawing
of a mnemonic nature can be included.
- Intervention on natural spelling errors : through auditory and
visual discrimination exercises of the confusing
phoneme/grapheme, manipulation and experience of letters and
words (cutting, painting, mobile alphabets)

6
9
 DISORDERS OF
DEVELOPMENT AND
DIFFICULTIES OF
LEARNING

7
0
 DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.4. - DYSGRAPHY

CONCEPT
• It is a functional disorder that affects writing, in terms of tracing or writing
. Different authors (Vayer, 1977; Defontaine, 1979) have defined the
control of graphics as a neuro-perceptual-motor act.
It is a functional disorder, it is not caused by brain or sensory injury, nor
by intellectual deficiency.
“Any child whose handwriting is defective will be dysgraphic if he or she
does not have any neurological or intellectual deficit to justify it. It is also
called developmental dysgraphia or functional dysgraphia” (Ajuriaguerra,
Manual of Child Psychiatry).

71
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.4. - DYSGRAPHY 644

2.4.1. - Etiology
The causes that can cause dysgraphia are varied, as are the
multiple factors that intervene in its development. Linares (1993)
and Portellano (1985) highlight the following:
• Lateralization problems .
• Motor efficiency difficulties : clumsy children
motorically, children with weak motor skills, with small
disturbances in balance and kinetic-tonic organization
(hyperkinetic children).
• Problems of the body schema and perceptual-motor
functions .
• Personality factors (stable/unstable, slow/fast, etc.).
• Pedagogical causes : poor orientation of the process of
acquiring motor skills, rigid and inflexible teaching,
excessive demands for writing quality and speed, writing
practice as an activity isolated from other activities.

7
2
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.4.- DYSGRAPHY
2.4.2. - Classification of dysgraphic disorders

We can distinguish the following types:

The phonological : with a disorder in the mechanism of

reconversion of phonemes into graphemes, they only use the
lexical route, with difficulty writing pseudowords.
Superficial : it is a disorder located in the orthographic route,
they only use the phonological route, with difficulty writing
irregular, homophonous words.
Mixed : with difficulties in acquiring both routes.

7
3
 DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.4.- DYSGRAPHY
2.4.3. - Detection

Given its functional nature, to diagnose it, it would be necessary

for the following characteristics to occur:
Intellectual capacity within normal limits or above average.
Absence of serious sensory or motor damage that could affect the
quality of writing.
Adequate cultural and learning stimulation .
Absence of neurological disorders , with or without motor
involvement, that could interfere with the motor execution of
writing.
Auzías (1981) adds the age factor, considering that one cannot
speak of dysgraphia until the learning period has been completed, up to
approximately 7 years of age.

7
4
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.4. - DYSGRAPHY
2.4.4. - Dysgraphic errors
a) Font size, excessively large or small, disproportion between some
letters and others.
b) Anomalous shape of the letters. Bad configuration of the spelling,
distortion, simplification of the features of the letters that are
unrecognizable or lack of relevant features.
c) Inclination, of the letters or the line.
d) Spacing of letters or words, separated from one another
others or crowded and illegible.
e) Thick and very strong line or too soft, almost imperceptible.
f) Links between letters, lack of unions, distortion in the links or
improper unions.

7
5
 DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.4. - DYSGRAPHY
2.4.5. - Work activities
A) Global and fine psychomotor skills : the child must be taught the
positions
suitable:
Sit well, resting your back on the back of the chair.
Do not get your head too close to the blade.
Move the chair closer to the table.
Place the back of the chair parallel to the table
Do not move the paper continuously, because the lines will come out crooked.
Do not place your fingers too far from the tip of the pencil, otherwise it will
dance and the child will not control the writing.
If you put your fingers too close to the tip of the pencil, you cannot see
what you are writing and your fingers become tired.
- Place your fingers on the pencil at a distance of approximately 2 to 3
cm from the sheet.
If the child writes with his right hand, he can tilt the pen slightly to
the left.
If you write with your left hand, you can tilt it slightly to the right.

7
6
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.4. - DYSGRAPHY
2.4.5. - Work activities
B) Perception : perceptual difficulties (spatial, temporal, visual-
perceptive, attentional) are the cause of many writing
errors (fluency, inclination, orientation). Therefore,
rhythmic temporal orientation, attention, figure-ground
confusion and reproduction of visual models must be worked
on.
C) Visual motor skills : visual motor coordination is essential for
successful writing. The objective of visual-motor rehabilitation
is to improve the oculomotor processes that will facilitate the
act of writing. For visual-motor recovery, punching, cutting with
scissors, tearing with fingers, stringing, modeling with plasticine,
filling and coloring of models can be done.
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.4. - DYSGRAPHY
2.4.5. - Work activities
D) Graphomotor skills : the purpose of graphomotor reeducation
is to educate and correct the execution of the basic movements
involved in writing. The reeducation exercises consist of
stimulating the basic movements of the letters (straight, wavy),
as well as taking into account concepts such as pressure, braking,
fluidity.
The exercises can be rectilinear movements, loops and waves,
curvilinear circular movements, fretwork on lined paper, completing
symmetries on lined paper, reviewing dotted drawings.
E) Graphowriting: this point of re-education aims to improve the
execution of each of the letters of the alphabet. The exercise would be

7
8
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

calligraphy.

7
9
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.4. - DYSGRAPHY
2.4.1. - Work activities
F) Writing improvement : the exercise consists of improving
writing fluency, correcting errors. The activities to be carried out
can be joining letters and words, tilting letters and lines, working
with grids and then performing any psychomotor rehabilitation exercise
(you must have 10 minutes for relaxation).
G) Relaxation : touching the fingertips with the thumb. First slowly and
then faster. Also with eyes closed.
Another exercise would be to join the fingers of both hands, thumb to
thumb, index to index, first slowly, then faster. Also with eyes closed.
Another, clench your fists tightly, hold them tight, counting to ten and
then open them.

8
0
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

2.4.-
DYSGRAPHY
2.4.6.- Preparation of intervention materials in dysgraphia

DIFFICULTY RECOMMENDED
OR DISORDER
TECHNIQUES
DYSGRAPHY •General psychomotor education: Global and segmental
relaxation, sensory-motor coordination, body schema, laterality
and spatio-temporal organization.
•Differentiated psychomotor education: Arm-hand independence,
coordination and precision of hand and finger movements,
depending on the graphics.
•Graphomotor, or preparatory, exercises: Creation of
perceptual-motor habits, rhythmic writing, continuous graphs.
•Correction of specific graphics errors: Shape, size, inclination,
spacing, links.

81
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

STEPS OF THE Processes Activities

Activities
PROCESS
JOIN IT TO A
RECOGNITION Auditory Perception and • That helps you evoke it, that
Neuromotor
GESTURE
THE PHONEME Phonological Awareness reminds you of the strength or
Process •Find similar sounds..
softness when emitting it.
•Recognize them in words
GRAPHEME Visual perception
RECOGNITION •Recognize
•Find the shape.
words that start
with...
•Recognize theororientation.
end in...
•Discriminate visually from
others.
PHONEME Verbal •How
ARTICULATION •Recognize it we put our mouth,
in words.
lips, tongue... Support
JOB Graphomotor •Go overwithit with your finger.
GRAPHOMOTRIC drawings.
•Review•Howit on the
sandpaper letters.
air comes out
•Do it with
when your
we finger
say it. in sand, in
the air...• Tactile, visual
•Color it, chop it, review it with a
supports,...
pencil, copy it,...
__________

8
2
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

STEPS OF THE Processes Activities

PROCESS
FORM SYLLABLES Auditory, Verbal, Written, •Join it to vowels.
WITH THE Graphic, Phonological
•Recognize syllables.
Awareness
•Segment words into
syllables.
•Find words that have
that syllable.
•Always check with the
written word.
•Write them.
•Surround the syllable in
words.

79

8
3
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

STEPS OF THE Processes Activities

PROCESS
Auditory,
Verbal, Written, •Say words with certain syllables.
•Read words, associate them with the corresponding
FORM WORDS AND Lexical and
drawing or image.
MANIPULATE THEM Graphic
•Associate pictures with words.
•Find a certain syllable in a word.
•Change the order of the syllables and see if other
meaningful words come out.
•Change the vowels in a word and see what words come
up.
•Add a syllable to a word and check which meaningful
word it becomes.
•Remove a syllable from a word and check which word
is left.
•Write words.
•Make a file of drawings and words to use in class.
•Make a kind of personal dictionary with drawings and
6
images and words.
80

8
4
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

STEPS OF THE Processes Activities

PROCESS
PLAY WITH WORDS Verbal, Written, Graphic, •Compose a sentence with
TO FORM PHRASES Semantic and drawings
Morphosyntactic •Read the pictures of the
sentence
•Write the phrase naming the
drawings.
•Join images to sentences.
•Select between two sentences
the one that corresponds to an
image.
•Select between two images the
one that corresponds to a
phrase.
•Compose sentences starting

81

8
5
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

STEPS OF THE Processes Activities

PROCESS
COMPOSE TEXTS Written, Semantic,
Morphosyntactic and Pragmatic •Give a title to a story or
story.
•Describe an activity with
pictures and words.
•Write small illustrated
stories that are part of
the classroom library.

82

8
6
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES

8
7
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES
PROPOSAL OF ACTIVITIES FOR STUDENTS
WITH LEARNING DIFFICULTIES
READING
- With all AND
theseWRITING
activities, the aim is for the child to play and
manipulate the words, compose and decompose them, change their
elements and experience what happens, segment them, compose
sentences by changing the words and drawings. .
-In short, become aware of what its structure is like. Therefore, it
is proposed that they work at the auditory, verbal, visual, graphic
and written levels. -That they be carried out with very diverse materials
and that are not exclusively pencil, paper and book. Thus, materials with
images, drawings, boxes of letters, syllabic alphabets, decks of cards or
dominoes, silent dictations, files made by the children themselves with
drawings and words, files or dictionaries made by the children
themselves, cutting out images and words from magazines are
recommended. advertising for department stores, furniture stores, toys,
food, stories prepared in the classroom.

8
8
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES
PROPOSAL OF ACTIVITIES FOR STUDENTS
WITH LEARNING DIFFICULTIES
READING AND WRITING
For somewhat older children, hobby-type activities are very
suggestive and effective: crossword puzzles, word searches,
self-defined puzzles, finding the errors in the images,
hieroglyphs. They should be done collectively, with the whole
group or in small groups and the last step would be to move to
the student's personal sheet. Reading and writing activities
should not focus only on school content. If we want them to be
motivated, we will have to teach them the value that this
learning has in daily life. Therefore, we can do activities such as:
. READ and write a recipe that we are going to make.
. Write messages to other people.
. Write a letter to a friend.
. Make a list of the things you need for something.
. Write a story in groups and illustrate it, bind it, make it part of the
classroom library, take it home to read with your parents.
. Read stories and write different endings for them.
. Write the lyrics of a song by your favorite singer.

8
9
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES
PROPOSAL OF ACTIVITIES FOR STUDENTS
WITH LEARNING DIFFICULTIES
READING AND WRITING
. Make murals about press news that is current or of interest
to them.
. Search for information about a character (athlete, actor,
singer) and do work that can be presented in class.
. Use informational books (school library books, encyclopedia) to
find information that interests the class.
. Involve the family, asking them to collaborate in the compilation of
stories of popular tradition, proverbs, popular songs, rhymes.

9
0
 • Stimulation of associated factors: Perception, discrimination and
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES
INTERVENTION PROPOSAL FOR STUDENTS WITH OTHER
LEARNING PROBLEMS

DIFFICULTY OR RECOMMENDED
DISORDER TECHNIQUES
auditory and visual memory, organization and spatial
DYSORTOGRAPHY structuring.
• Linguistic stimulation: Phonetic and phonological awareness,
spelling, lexicon and vocabulary.
•Notebook with an inventory of spelling errors , next to the
correct word, will be used to carry out activities such as:
memorization of words, dictation of words, formation of sentences,
classification into lexical families.
• Spelling file . The student will make cards with words with some
spelling difficulty, in which they make the mistake. The well-
written word appears at the front, and the incomplete word at the
back. Eliminating the letter that poses the difficulty, an allusive
drawing of a mnemonic nature can be included.
• Intervention on natural spelling errors : through exercises of
auditory and visual discrimination of the phoneme/grapheme that
confuses, manipulation and experience of letters and words
(cut out, paint, movable alphabets)

91
DEVELOPMENTAL DISORDERS AND LEARNING DIFFICULTIES INTERVENTION
PROPOSAL FOR STUDENTS WITH OTHER LEARNING PROBLEMS

DIFFICULTY OR RECOMMENDED TECHNIQUES

DISORDER
DYSGRAPHY •General psychomotor education: Global and segmental relaxation,
sensory-motor coordination, body schema, laterality and spatio-
temporal organization.
•Differentiated psychomotor education: Arm-hand independence,
coordination and precision of hand and finger movements,
depending on the graphics.
•Graphomotor, or preparatory, exercises: Creation of
perceptual-motor habits, rhythmic writing, continuous graphs.
•Correction of specific graphics errors: Shape, size, inclination,
spacing, links.

9
2
 C022

TOPIC
2

gH8 ly
' QK Ch
Learning difficulties. A psychoeducational perspective. Gonzalez Valen
José . Publications Service of the University of Malaga. UMA

Phonological awareness and learning to read. M. Ortiz, Juan Jiménez González.

Synthesis

Learning difficulties. Víctor Santiuste Bermejo, Jesús Beltrán Llera. Synthesis

Psychology of learning difficulties. Juan E. Jiménez González. Synthesis

Learning difficulties: current trends and directions. University of Valladolid.

Secretariat of Publications and Editorial Exchange

Reading comprehension (How to work on the main idea in the classroom). James F. Baumann.
Editorial Antonio Machado Books

Treatment and prevention of reading difficulties. Manual. Antonio Matamala, Elena Huerta.
Editorial Antonio Machado Books

Reading comprehension and teaching activities. Germán Sánchez Ruipérez Foundation

Expository texts: strategies to improve their understanding. Sánchez Miguel, Emilio.

Santillana

l Difficult school learning. Julio A. González Pienda, José Carlos Núñez Pérez. SDI

LEARNING DIFFICULTIES. Language. Reading-writing. 89

cas
García Sánchez JN Narcea Ediciones
 • Difficulties in learning to read and write (2008) ALCÁZAR
MORENTE, MARÍA TRINIDAD EDICIONES DIDACTICAS
Y PEDAGOGICAS SL
• DIFFICULTIES IN LEARNING
READING (2010)
GONZÁLEZ PORTAL, MARÍA DOLORES EDICIONES
MORATA, SL
• Difficulties in the reading process. Evaluation-intervention plan
(2009) GARCÍA GONZÁLEZ, MARÍA LUISA (1985- ) EDICIONES
DIDACTICAS Y PEDAGOGICAS SL
• Reading and writing, learning difficulties
(2007) ALCUÑA MOSTAZO, MARÍA DEL CARMEN TUTORIAL
FORMACIÓN, SLL
• Learning difficulties in primary education: dyslexia (2009)
EZ DEL ARCO, STAR TAMARA
DIDACTIC AND PEDAGOGICAL TIONS SL
cation of dyslexia in primary school (2009) CRUZ PEÑA, 90
Learning to read and write by José Bustillo Rendón. -- Second Prize for
Educational Materials 2007.

Stories and legends illustrated by children: I (3-5 years), II (6-8

years) and (9-11 years)

The call of the jungle

The Cave of Tragapalabras

Adapted reading and writing (LEA)

Escrilandia

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6
ALES - I. Access to Written Language

ALES - II. Access to Written Language

In a nutshell

Mekos Project

Encouraging reading: techniques to encourage

reading
Author: Mantilla Sánchez, Lizette
Publisher: MAD. Eduforma
Collection: Psychoeduca. Education and
Psychology

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 Spanish is easy:

- Arab -
Portuguese
- Chinese - Romanian
- English - Russian
- Polish

93
 Web
• http://www.ite.educacion.es/w3/recursos2/atenci
on_diversidad/index.htm

• http://www.ite.educacion.es/w3/recursos2/orient
acion/index.html

• http://www.ite.educacion.es/w3/recursos2/interc
ulturalidad/index.html

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 Topic 2
and 3
Reading difficulties (2007)
AUTHOR(S): RUBIO COTO, DEMELZA MARÍA
EDITORIAL/ES: TRAINING TUTORIAL, SLL

DIFFICULTIES AND RECOVERY IN READING, WRITING AND

MATHEMATICS IN PRIMARY EDUCATION (2009)
AUTHOR(S): GARCÍA DE CONSUEGRA RANCHAL, MARÍA
TERESA
EDITORIAL/ES: EDITORIAL EDITA

Reading and writing, difficulties in learning (2007)

AUTHOR(S): ALCUÑA MOSTAZO, MARÍA DEL CARMEN

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