Revisión sistemáticaperfil cognitivo de dislexia y discalculia comórbidas

  1. Iluminada Sánchez-Doménech 1
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

Revista:
Aula abierta

ISSN: 0210-2773

Año de publicación: 2022

Título del ejemplar: Avances en investigación educativa (bis)

Volumen: 51

Número: 2

Páginas: 201-210

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Aula abierta

Resumen

En este documento se explora la naturaleza de la comorbilidad de la dislexia del desarrollo (DD) y discalculia (DC) y los déficits cogni-tivos compartidos y diferenciadores de ambos trastornos. El objetivo es contribuir a que las valoraciones psicopedagógicas escolares se ajusten a la realidad compleja y comórbida de los trastornos del desarrollo que dan lugar a las dificultades específicas de aprendizaje (DEA). Para ello, se realiza una revisión sistemática según las normas PRISMA de trabajos empíricos, en las bases de datos PubMed, Web of Science (WOS) y Scopus en el periodo 2009-2020, de artículos que incluyen muestras mixtas para la comparación de déficits cognitivos comunes y diferenciadores de cada trastorno. Se identifican los déficits diferenciadores y los que se solapan en el grupo comórbido con carácter aditivo o interactivo. Los resultados se discuten en términos de sus implicaciones para el diagnóstico escolar y la práctica educativa, destacando la necesidad de valoración de todas las modalidades de la memoria de trabajo y de la velocidad de procesamiento y recuperación, así como la elaboración de informes orientadores de carácter específico para los docentes sobre el rendi-miento de DD y DC en las distintas áreas del currículo

Referencias bibliográficas

  • American Psychiatric Association. (2014). Manual diagnóstico y estadístico de los trastornos mentales DSM-5 (5a. ed.). Editorial Médica Panamericana
  • Baddeley, A. (1992). Working memory. Science, 255(5044), 556–559. doi:10.1126/science.1736359
  • Baddeley, A., Allen, R. J. y Hitch, G. J. (2010). Investigating the episodic buffer. Psychologica Belgica, 50(3–4), 223-243. http://dx.doi.org/10.5334/pb-50-3-4-223
  • Boada, R., Willcutt, E. G., y Pennington, B. F. (2012). Understanding the Comorbidity Between Dyslexia and Attention-Deficit/Hyperactivity Disorder. Topics in Language Disorders, 32(3), 264–284. https://doi.org/10.1097/TLD.0b013e31826203ac
  • Branum-Martin, L., Fletcher, J. M., y Stuebing, K. K. (2013). Classification and identification of reading and math disabilities: the special case of comorbidity. Journal of learning disabilities, 46(6), 490–499. https://doi.org/10.1177/0022219412468767
  • Cheng, D., Xiao, Q., Chen, Q., Cui, J., y Zhou, X. (2018). Dyslexia and dyscalculia are characterized by common visual perception deficits. Developmental Neuropsychology, 43(6), 497–507. https://doi.org/10.1080/87565641.2018.1481068
  • Child, A. E., Cirino, P. T., Fletcher, J. M., Willcutt, E. G., y Fuchs, L. S. (2018). A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills. Journal of Learning Disabilities, Volume: 52(1), 15-30. https://doi.org/10.1177/0022219418775115
  • Cirino, P. T., Fuchs, L. S., Elias, J. T., Powell, S. R., y Schumacher, R. F. (2015). Cognitive and Mathematical Profiles for Different Forms of Learning Difficulties. Journal of Learning Disabilities, 48(2), 156-175. https://doi.org/10.1177/0022219413494239
  • De Weerdt, F., Desoete, A., y Roeyers, H. (2012). Working Memory in children with reading Disabilities and/or mathematical disabilities. Journal of Learning Disabilities, 46(5), 461-472. https://doi.org/10.1177/0022219412455238
  • Fias, W. y van Dijck, J. P. (2016). The temporary nature of number-space interactions. Canadian Journal of Experimental Psychology. Revue Canadienne de Psychologie Experimentale, 70(1), 33–40. https://doi.org/10.1037/cep0000071
  • Filippo, G. D. y Zoccolotti, P. (2018). Analyzing Global Components in Developmental Dyscalculia and Dyslexia. Frontiers in Psychology, (9)171 https://doi.org/10.3389/fpsyg.2018.00171
  • Grant, J. G., Siegel, L. S., y D’Angiulli, A. (2020). From Schools to Scans: A Neuroeducational Approach to Comorbid Math and Reading Disabilities. Frontiers in Public Health, 8. https://doi.org/10.3389/fpubh.2020.00469
  • Heikkilä, R., Torppa, M., Aro, M., Närhi, V. y Ahonen, T. (2016). Double-Deficit Hypothesis in a Clinical Sample. Journal of Learning Disabilities, 49(5), 546–560. https://doi.org/10.1177/0022219415572895
  • Lafay, A., St-Pierre, M.-C. y Macoir, J. (2017). The Mental Number Line in Dyscalculia: Impaired Number Sense or Access from Symbolic Numbers? Journal of Learning Disabilities, 50(6), 672–683. https://doi.org/10.1177/0022219416640783
  • Landerl, K., Fussenegger, B., Moll, K. y Willburger, E. (2009). Dyslexia and dyscalculia: Two learning disorders with different cognitive profiles. Journal of Experimental Child Psychology, 103(3), 309–324. https://doi.org/10.1016/j.jecp.2009.03.006
  • Lonergan, A., Doyle, C., Cassidy, C., MacSweeney Mahon, S., Roche, R. A. P., Boran, L., y Bramham, J. (2019). A meta-analysis of executive functioning in dyslexia with consideration of the impact of comorbid ADHD. Journal of Cognitive Psychology, 31(7), 725-749. https://doi.org/10.1080/20445911.2019.1669609
  • Maehler, C., y Schuchardt, K. (2011). Working Memory in Children with Learning Disabilities: Rethinking the criterion of discrepancy. International Journal of Disability, Development and Education, 58(1), 5–17. https://doi.org/10.1080/1034912X.2011.547335
  • Maehler, C., y Schuchardt, K. (2016). Working memory in children with specific learning disorders and/or attention deficits. Learning and Individual Differences, 49, 341–347. https://doi.org/10.1016/j.lindif.2016.05.007
  • Mammarella, I. C., Bomba, M., Caviola, S., Broggi, F., Neri, F., Lucangeli, D., y Nacinovich, R. (2013a). Mathematical Difficulties in Nonverbal Learning Disability or Co-Morbid Dyscalculia and Dyslexia. Developmental Neuropsychology, 38(6), 418–432. https://doi.org/10.1080/87565641.2013.817583
  • Mammarella, I. C., Caviola, S., Cornoldi, C. y Lucangeli, D. (2013b). Mental additions and verbal-domain interference in children with developmental dyscalculia. Research in Developmental Disabilities, 34(9), 2845–2855. https://doi.org/10.1016/j.ridd.2013.05.044
  • Menghini, D., Finzi, A., Carlesimo, GA. y Vicari S. (2011). Working memory impairment in children with developmental dyslexia: is it just a phonological deficit? Developmental neuropsychology, 36(2), 199-213. https://doi.org/10.1080/87565641.2010.549868
  • Moll, K., Göbel, S. M., Gooch, D., Landerl, K. y Snowling, M. J. (2016). Cognitive Risk Factors for Specific Learning Disorder. Journal of Learning Disabilities, 49(3), 272–281. https://doi.org/10.1177/0022219414547221
  • Moll, K., Landerl, K., Snowling, M. J. y Schulte-Körne, G. (2019). Understanding comorbidity of learning disorders: task-dependent estimates of prevalence. Journal of Child Psychology and Psychiatry, 60, 286-294. https://doi.org/10.1111/jcpp.12965
  • Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., y Moher, D. (2021). Updating guidance for reporting systematic reviews: development of the PRISMA 2020 statement. Journal of Clinical Epidemiology, 134, 103-112. https://doi.org/10.1016/j.jclinepi.2021.02.003
  • Peake, C., Jiménez, J. E., Rodríguez, C., Bisschop, E. y Villarroel, R. (2015). Syntactic awareness and arithmetic word problem solving in children with and without learning disabilities. Journal of Learning Disabilities, 48(6), 593–601. https://doi.org/10.1177/0022219413520183
  • Pennington, B. F., Santerre-Lemmon, L., Rosenberg, J., MacDonald, B., Boada, R., Friend, A., … Olson, R. K. (2012). Individual prediction of dyslexia by single versus multiple deficit models. Journal of Abnormal Psychology, 121(1), 212–224. https://doi.org/10.1037/a0025823
  • Peters, L., Bulthé, J., Daniels, N., Op de Beeck, H., y De Smedt, B. (2018). Dyscalculia and dyslexia: Different behavioral, yet similar brain activity profiles during arithmetic. NeuroImage: Clinical, 18, 663–674. https://doi.org/10.1016/j.nicl.2018.03.003
  • Peters, L., y Ansari, D. (2019). Are specific learning disorders truly specific, and are they disorders? Trends in Neuroscience and Education, 17, 100115. https://doi.org/10.1016/j.tine.2019.100115
  • Peters, L., Op de Beeck, H. y De Smedt, B. (2020). Cognitive correlates of dyslexia, dyscalculia and comorbid dyslexia/dyscalculia: Effects of numerical magnitude processing and phonological processing. Research in Developmental Disabilities, 107, 103806. https://doi.org/10.1016/j.ridd.2020.103806
  • Petrill, S., Logan, J., Hart, S., Vincent, P., Thompson, L., Kovas, Y. y Plomin, R. (2011). Math Fluency Is Etiologically Distinct From Untimed Math Performance, Decoding Fluency, and Untimed Reading Performance. Journal of Learning Disabilities, 45(4), 371–381. https://doi.org/10.1177/0022219411407926
  • Poletti, M. (2014). WISC-IV Intellectual Profiles in Italian Children with Specific Learning Disorder and Related Impairments in Reading, Written Expression, and Mathematics. Journal of Learning Disabilities, 49(3), 320–335. https://doi.org/10.1177/0022219414555416
  • Raddatz, J., Kuhn, J.-T., Holling, H., Moll, K., y Dobel, C. (2016). Comorbidity of Arithmetic and Reading Disorder. Journal of Learning Disabilities, 50(3), 298–308. https://doi.org/10.1177/0022219415620899
  • Slot, E. M., van Viersen, S., de Bree, E. H., y Kroesbergen, E. H. (2016). Shared and Unique Risk Factors Underlying Mathematical Disability and Reading and Spelling Disability. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00803
  • Swanson, H. L. (2012). Cognitive profile of adolescents with math disabilities: Are the profiles different from those with reading disabilities? Child Neuropsychology, 18(2), 125–143. https://doi.org/10.1080/09297049.2011.589377
  • Tobia, V., Fasola, A., Lupieri, A., y Marzocchi, G. M. (2014). Numerical Magnitude Representation in Children With Mathematical Difficulties With or Without Reading Difficulties. Journal of Learning Disabilities, 49(2), 115–129. https://doi.org/10.1177/0022219414529335
  • Toffalini, E., Giofrè, D., y Cornoldi, C. (2017). Strengths and Weaknesses in the Intellectual Profile of Different Subtypes of Specific Learning Disorder. Clinical Psychological Science, 5(2), 402–409. https://doi.org/10.1177/2167702616672038
  • van Daal, V., van der Leij, A., y Adèr, H. (2012). Specificity and overlap in skills underpinning reading and arithmetical fluency. Reading and Writing, 26(6), 1009–1030. https://doi.org/10.1007/s11145-012-9404-5
  • van De Voorde, S., Roeyers, H., Verté, S. y Wiersema, J. R. (2010). Working memory, response inhibition, and within-subject variability in children with attention-deficit/hyperactivity disorder or reading disorder. Journal of clinical and experimental neuropsychology, 32(4), 366-379. https://doi.org/10.1080/13803390903066865
  • Wang, L.-C., Tasi, H.-J., y Yang, H.-M. (2012). Cognitive inhibition in students with and without dyslexia and dyscalculia. Research in Developmental Disabilities, 33(5), 1453–1461. https://doi.org/10.1016/j.ridd.2012.03.019
  • Willcutt, E. G., Petrill, S. A., Wu, S., Boada, R., DeFries, J. C., Olson, R. K., y Pennington, B. F. (2013). Comorbidity Between Reading Disability and Math Disability. Journal of Learning Disabilities, 46(6), 500–516. https://doi.org/10.1177/0022219413477476
  • Willcutt, E. G., McGrath, L. M., Pennington, B. F., Keenan, J. M., DeFries, J. C., Olson, R. K., y Wadsworth, S. J. (2019). Understanding Comorbidity Between Specific Learning Disabilities. New Directions for Child and Adolescent Development. https://doi.org/10.1002/cad.20291
  • Zhang, H., y Wu, H. (2011). Inhibitory ability of children with developmental dyscalculia. Journal of Huazhong University of Science and Technology. Medical Sciences, 31(1), 131–136. https://doi.org/10.1007/s11596-011-0164-2
Fuente de los datos: Dialnet