Curriculum-based measurement for early writing struggles in kindergartena systematic review

  1. Jennifer Balade 1
  2. Cristina Rodríguez 2
  3. Juan E. Jiménez 1
  1. 1 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

  2. 2 Universidad de Talca, Chile
Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2024

Volumen: 30

Número: 2

Páginas: 101-110

Tipo: Artículo

DOI: 10.5093/PSED2024A11 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicología educativa

Resumen

La detección e intervención tempranas juegan un papel crucial en el pronóstico de los niños con dificultades específicas de aprendizaje. Debido a la complejidad de los procesos de escritura y su persistencia en la edad adulta, las herramientas para la detección precoz en escritura son esenciales. Las medidas basadas en el currículo (MBC) son herramientas rápidas, fiables y basadas en la evidencia utilizadas para evaluaciones tempranas. Esta revisión sistemática tiene como objetivo resumir las características técnicas de las MBC en la escritura para estudiantes de Educación Infantil siguiendo las directrices PRISMA. Se examinaron un total de 311 artículos de PsycINFO, SCOPUS, ERIC y WOS y cinco estudios cumplían con los criterios de inclusión. Las MBC de producción y las habilidades de transcripción fueron las más estudiadas. Las tareas revisadas demostraron validez de criterio, fiabilidad, sensibilidad en el momento de la evaluación o precisión diagnóstica en al menos una de sus medidas, con una mayor presencia de las medidas de producción dependientes. Los resultados destacan la escasez de herramientas basadas en pruebas para identificar dificultades tempranas en la escritura, subrayando la necesidad de una investigación rigurosa en educación infantil.

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