Neuropsychological Evaluation and Intervention for the Improvement of Reading Skills in Schools with Irlen Syndrome

Reading is a fundamental ability from which all other school notions emerge and that is why, imperative that the entire community acts in ensuring that the reading acquisition process, especially in the school stage, develops without major difficulties. Two studies that account for the main reading difficulties in our school contexts have been carried out in our environment. One that accounts for the presence of physical discomforts and visual distortions when reading (Irlen syndrome) and another about the effectiveness of color use (IRlen method). The main objective of this research is to evaluate and carry out neuropsychological interventions for the improvement of reading skills in schoolchildren with IREN syndrome. Participants will be a sample of 400 students from the fourth years of the Urban Educational Units of Cuenca. To obtain results, medical evaluations, infant neuropsychological evaluation, Escurra reading comprehension test, the perceptual Irlen Reading Scale (EPL) and the evaluation of saccadic movements through the K-D test, both in pre and post intervention, will be applied. The intervention will be focused on criteria where deficits are found according to the applied tests. Data processing will be done using inferential statistics using SPSS software. Results are expected that show significant differences between the results of the preliminary applications with those obtained after the intervention. These practices will serve as the basis for the approach of replicas of this study in other educational units.

XVII UNIVERSITY COMPETITION FOR RESEARCH PROJECTS