Comprensión lectora y auditiva en la narrativa de estudiantes con TDAH comórbidos con dislexia
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Resumen
El objetivo de este trabajo es comprobar la posible influencia del formato de presentación de la información (situación de lectura vs escucha) en la comprensión de textos narrativos en alumnado con TDAH comórbido con dislexia. Participaron un grupo experimental con media de edad de 8.5 años y un grupo control con media de edad de 8.9 años. Se utilizaron tres medidas para el análisis de la comprensión: la diversidad léxica, los recursos cohesivos y la estructura episódica. Los resultados mostraron ausencia de diferencias significativas en el grupo control en todas las medidas objeto de estudio, pero sí en algunas en el grupo experimental, de tal modo que el uso de recursos cohesivos y diversidad léxica fueron favorecidos por la situación de lectura. Las medidas de estructura episódica no se vieron significativamente afectadas por la modalidad de presentación.
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