Funcionamiento ejecutivo, conductual y emocional en niños españoles con dislexia
Executive, behavioural and emotional functioning in Spanish children with dyslexia
Miguel López-Zamora; Nadia Porcar-Gozalbo; Alejandro Cano-Villagrasa; Isabel López-Chicheri
Resumen
Objetivo: La dislexia es un trastorno específico del aprendizaje que afecta la lectura y se asocia con problemas emocionales y conductuales. Investigaciones previas indican que los niños con dislexia tienen mayor riesgo de desarrollar ansiedad, depresión y dificultades en las funciones ejecutivas, lo que afecta su rendimiento académico y bienestar. Método: Este estudio exploró y comparó los perfiles conductuales, emocionales y de funcionamiento ejecutivo en niños con dislexia y en niños normotípicos en una muestra de 120 niños de 8 a 10 años, divididos en un grupo con dislexia y un grupo control. Se usaron el BASC-3, SENA y ENFEN para las evaluaciones, y los datos se analizaron mediante pruebas t, el test de Levene y análisis de mediación. Resultados: Los niños con dislexia mostraron significativamente mayores niveles de agresividad, ansiedad, depresión y problemas de atención. Además, presentaron dificultades en funciones ejecutivas como resistencia a la interferencia y fluidez verbal, evidenciando el impacto de la dislexia en estas áreas. Conclusión: Los análisis de mediación sugieren que la dislexia es un indicador potencial de dificultades en las funciones ejecutivas y la conducta, además de influir en problemas emocionales interiorizados y exteriorizados. Estos hallazgos destacan la necesidad de implementar estrategias educativas y terapéuticas integrales para atender las necesidades de esta población vulnerable.
Palabras clave
Abstract
Purpose: Dyslexia is a specific learning disorder that affects reading and is associated with emotional and behavioral problems. Previous research indicates that children with dyslexia are at greater risk of developing anxiety, depression, and difficulties in executive functions, which affect their academic performance and well being. Methods: This study explored and compared behavioral, emotional, and executive functioning profiles in children with dyslexia and in neurotypical children in a sample of 120 children aged 8 to 10, divided into a dyslexia group and a control group. The BASC-3, SENA, and ENFEN were used for assessments, and data were analyzed using t-tests, Levene’s test, and mediation analyses. Results: Children with dyslexia showed significantly higher levels of aggressiveness, anxiety, depression, and attention problems. In addition, they exhibited difficulties in executive functions such as resistance to interference and verbal fluency, highlighting the impact of dyslexia in these areas. Conclusion: Mediation analyses suggest that dyslexia is a potential indicator of difficulties in executive functioning and behavior, as well as influencing internalized and externalized emotional problems. These findings underscore the need to implement comprehensive educational and therapeutic strategies to address the needs of this vulnerable population.
Keywords
Referencias
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Submitted date:
19/11/2024
Accepted date:
21/05/2025
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