<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1139-7632</journal-id>
<journal-title><![CDATA[Pediatría Atención Primaria]]></journal-title>
<abbrev-journal-title><![CDATA[Rev Pediatr Aten Primaria]]></abbrev-journal-title>
<issn>1139-7632</issn>
<publisher>
<publisher-name><![CDATA[Asociación Española de Pediatría de Atención Primaria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1139-76322017000400006</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Validación del test para la detección temprana de las dificultades en el aprendizaje de la lectura y escritura]]></article-title>
<article-title xml:lang="en"><![CDATA[Validation of the test for the early detection of learning difficulties in reading and writing]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuetos]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Molina]]></surname>
<given-names><![CDATA[MI]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Suárez-Coalla]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Llenderrozas]]></surname>
<given-names><![CDATA[MC]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Oviedo Departamento de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,CS de Durango  ]]></institution>
<addr-line><![CDATA[ Vizcaya]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Oviedo Departamento de Psicología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,CS de Durango  ]]></institution>
<addr-line><![CDATA[ Vizcaya]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<volume>19</volume>
<numero>75</numero>
<fpage>241</fpage>
<lpage>246</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S1139-76322017000400006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S1139-76322017000400006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S1139-76322017000400006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Introducción: la detección temprana de las dificultades en el aprendizaje de la lectoescritura es clave para iniciar cuanto antes programas de intervención. Pero para detectar esas dificultades es necesario disponer de herramientas con probada eficacia. Objetivos: el objetivo de este estudio fue validar un test elaborado con tareas lingüísticas relacionadas con la lectura, aplicado hace tres años a 298 niños prelectores, con el que se pretendía detectar posibles dificultades antes de iniciar el aprendizaje de la lectura.  Material y método: un total de 190 niños de aquella muestra inicial fueron evaluados cuando tenían siete años con dos tareas de lectura, una de palabras reales y otra de palabras inventadas. De cada niño se recogieron datos de precisión, velocidad y eficiencia lectora.  Resultados: aunque habían pasado tres años, se encontró una correlación altamente significativa, medida mediante el coeficiente de correlación de Pearson, entre las puntuaciones en el test de detección temprana y las puntuaciones en la prueba de lectura. Además, la mitad de los niños que habían sido clasificados como niños de riesgo por haber obtenido bajas puntuaciones en ese test presentaban serios problemas de lectura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction:  early detection of difficulties in learning to read and write is key to starting intervention programs as soon as possible. But to detect these difficulties it is necessary to have tools with proven efficiency. Aims: the objective of this study was to validate a test developed with linguistic tasks related to reading, applied three years ago to 298 children with the aim of detecting possible difficulties before learning to read.  Material and method:  a total of 190 children from that initial sample were evaluated when they were 7 years old with two reading tasks, one with real words and other with invented words. From each child, accuracy, speed and reading efficiency data were collected.  Results:  despite the three years elapsed, a highly significant correlation, using the Pearson coefficient, was found between the early detection battery scores and the reading test scores. In addition, half of the children who had been classified as at-risk children because of low scores on that battery had serious reading problems.  Conclusions: the early detection of reading difficulties test, which is being widely used both by pediatricians and by nursery school teachers, due to its quick and easy application, has a strong empirical support. Although it is not a diagnostic test of dyslexia, it is capable of alerting about possible future difficulties in learning to read.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Lectura]]></kwd>
<kwd lng="es"><![CDATA[Dislexia]]></kwd>
<kwd lng="en"><![CDATA[Reading]]></kwd>
<kwd lng="en"><![CDATA[Dyslexia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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