<?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>1665-5044</journal-id>
<journal-title><![CDATA[Revista mexicana de neurociencia]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. mex. neurocienc.]]></abbrev-journal-title>
<issn>1665-5044</issn>
<publisher>
<publisher-name><![CDATA[Academia Mexicana de Neurología A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-50442019000300155</article-id>
<article-id pub-id-type="doi">10.24875/rmn.m18000059</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Intervention programs on reading and writing processes in children with learning disorders: A review]]></article-title>
<article-title xml:lang="es"><![CDATA[Programas de intervención sobre procesos de lecto-escritura en niños con trastornos del aprendizaje: Una revisión]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villanueva-Bonilla]]></surname>
<given-names><![CDATA[Cristian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ríos-Gallardo]]></surname>
<given-names><![CDATA[Ángela M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Grancolombiano Polytechnic University Institution  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Surcolombiana Young Researchers and Innovators Programme Colcienciass ]]></institution>
<addr-line><![CDATA[Neiva ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2019</year>
</pub-date>
<volume>20</volume>
<numero>3</numero>
<fpage>155</fpage>
<lpage>161</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-50442019000300155&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-50442019000300155&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-50442019000300155&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Reading comprehension is the goal of all reading and constitutes one of the fundamental axes of cognitive development in early childhood. The learning problems are manifested essentially in the school environment and significantly hinder academic activities that include reading and writing processes. This review identifies and compares published research on intervention processes in children with learning difficulties, specifically addressing dyslexia and dysgraphia. We selected eight studies in Spanish at a Latin American level and 23 studies in English at a global level. In conclusion, the current state of empirical research published in Spanish in intervention processes in children with learning difficulties is fewer in number in the past 10 years compared to literature in English, as evidenced by the search. The comparison established with literature published in English and worldwide indicates progressive advances of the Latin American literature in the subject addressed by this review, specifically in intervention programs focused on specific difficulties associated with learning disorders.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La comprensión lectora es el objetivo de toda lectura y se constituye como uno de los ejes fundamentales del desarrollo cognitivo en la primera infancia. Los problemas de aprendizaje se manifiestan esencialmente en el ámbito escolar y obstaculizan de forma significativa las actividades académicas que incluyen procesos de lectura y escritura. La presente revisión identifica y compara las investigaciones publicadas sobre procesos de intervención en población infantil con dificultades del aprendizaje, abordando específicamente la dislexia y la disgrafia. Se seleccionaron 8 estudios en español a nivel latinoamericano y 23 estudios en inglés a nivel mundial. En conclusión, el estado actual de la investigación empírica publicada en español en procesos de intervención en población infantil con dificultades del aprendizaje son menores en número en los últimos 10 años en comparación con la literatura en inglés, como lo evidencia la búsqueda realizada. La comparación establecida con la literatura publicada en inglés y a nivel mundial indica avances progresivos de la literatura latinoamericana en el tema abordado por esta revisión, específicamente en programas de intervención enfocados en dificultades específicas asociadas a los trastornos de aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Learning problems]]></kwd>
<kwd lng="en"><![CDATA[Reading comprehension]]></kwd>
<kwd lng="en"><![CDATA[Intervention]]></kwd>
<kwd lng="en"><![CDATA[Dyslexia]]></kwd>
<kwd lng="en"><![CDATA[Dysgraphia]]></kwd>
<kwd lng="es"><![CDATA[Problemas de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Comprensión de lectura]]></kwd>
<kwd lng="es"><![CDATA[Intervención]]></kwd>
<kwd lng="es"><![CDATA[Dislexia]]></kwd>
<kwd lng="es"><![CDATA[disgrafia]]></kwd>
</kwd-group>
</article-meta>
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