El aprendizaje de la lecto-escritura de alumnos disléxicos mediante el método Gate. Un estudio en las escuelas de enseñanza primaria de Catania (Italia)
- Autores: Licia Curreri Licia Curreri
- Directores de la Tesis: Manuel López Torrijo (dir. tes.)
- Lectura: En la Universitat de València ( España ) en 2022
- Idioma: español
- Tribunal Calificador de la Tesis: Joan Maria Senent Sánchez (presid.), Rosanna Augello (secret.), Maurizio Massimo Bianco (voc.)
- Programa de doctorado: Programa Oficial de Doctorado en Educación
- Materias:
- Enlaces
- Tesis en acceso abierto en: RODERIC
- Resumen
Rights reside in people, but the laws specify them and make them effective. The law must guarantee all students equal opportunities in learning: ensure early diagnosis; reward emotional and social difficulties; use specific strategies and educational resources, appropriate assesment and evaluation; ensure communication and collaboration among family, school and health services; achieve full social and professional integration (Law 170/2010).
This study aims to analyze the difficulties that dyslexic students encounter in accessing the language code and the adaptation of the Gate method (Taiocchi, 2009) to the students of a primary school in Catania, its application and evaluation of results in terms of speed and accuracy of read-writing learning.
In this process is preferred a mixed, qualitative and quantitative methodology concerning the study and reflection on the contributions collected by the Gate method. The method has been applied to three first class groups and has followed a longitudinal experimental design with control group.
In the literature the results show that evolutionary dyslexia is currently one of the main developmental disorders of neurological origin (APA, 2013) which has the greatest impact as a learning disability on school performance worldwide (Antonova, Chumakova, & Stanzione, 2016).
The results of our research show that all members of the experimental group improve significantly reading skills between the first (pre-test) and the second test (post test). Therefore, in the high risk group (RIDI), it switches from 3 (5.4%) children to 1 child (2%) and in the attention group (RAD), from 7 children (12.4%) to 4 (7%). The comparison between the experimental group and the control group does not show any improvement: in the RIDI performance range, in the initial (5%) and final (5%) phases; a physiological increase in the RAD performance range, in the initial (14%) and final (8%) phases. This further reinforces the thesis that for children in difficulty it is very important to implement suitable methodologies and tools that improve learning. In this study, moreover, the gender difference showed significant results.
The limit of our study concerns the small sample and the short application time of the method.
At the end, to continue studying and developing effective strategies to prevent specific learning disorders despite the difficulty of conducting longitudinal experimental studies is the Key for the future.
Key words: study methods, primary education, learnig difficulty, reading difficulty, reading strategy, attitude measures, reading programs.
