<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672021000200144</article-id>
<article-id pub-id-type="doi">10.23913/ride.v12i23.1067</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Rasgos Residuales de Dislexia en Estudiantes Preuniversitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Dyslexia persistent symptoms in pre-university students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Traços residuais da dislexia em estudantes universitários]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Velázquez]]></surname>
<given-names><![CDATA[Fabiola R.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Ramos]]></surname>
<given-names><![CDATA[Alicia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vergara]]></surname>
<given-names><![CDATA[Itzel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruiz-Stovel]]></surname>
<given-names><![CDATA[Vanessa D.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brofman-Epelbaum]]></surname>
<given-names><![CDATA[Jacobo J.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Guadalajara Instituto de Neurociencias ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Guadalajara Departamento de Neurociencias ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Guadalajara Instituto de Neurociencias ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Guadalajara Instituto de Neurociencias ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad Panamericana Campus Guadalajara ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>12</volume>
<numero>23</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672021000200144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672021000200144&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672021000200144&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los rasgos de dislexia tienden a persistir hasta la edad adulta, desafortunadamente muchos jóvenes nunca son diagnosticados y continúan lidiando con sus dificultades en etapas preuniversitarias. En el presente estudio se buscó identificar las dificultades en la vida cotidiana que reportan jóvenes preuniversitarios en un cuestionario de dislexia para adultos, para lo cual se compararon las respuestas de 52 estudiantes del último grado de bachillerato, entre 17 y 18 años de edad, 26 jóvenes clasificados como disléxicos por su baja velocidad lectora y pobre conocimiento ortográfico y 26 sin dificultades lectoras, se analizó cada pregunta y su relación con el rendimiento lector. Los resultados mostraron que los jóvenes con dislexia no reportan problemas con la rotación de números, pero sí con el llenado de formas, la ortografía y la lectura en voz alta, en cambio los jóvenes sin dificultades lectoras señalaron con mayor frecuencia tener problemas para discriminar derecha-izquierda, leer un mapa o recordar lo que acaban de leer, aspectos que muchas veces se han relacionado con dislexia. Estos resultados confirman que muchas creencias populares sobre la dislexia no tienen un fundamento científico que las sustente y que los puntajes totales de los cuestionarios de dislexia podría señalar erróneamente a personas sin dificultades lectoras. Proponemos un cuestionario breve enfocado a explorar sólo siete aspectos específicos de la lectura que ayudarían a indentificar rasgos residuales de dislexia en jóvenes, con el fin de brindarles apoyo para continuar sus estudios académicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The symptoms of dyslexia tend to persist into adulthood. Unfortunately, many young people with reading difficulties are never diagnosed and continue dealing with their reading disabilities in postsecondary stages. The objective of this study was to identify residual problems in pre-university students through the application of a dyslexia questionnaire. Fifty-two students of the last year of high school participated, between 17 and 18 years, 26 young people classified as dyslexic because of poor reading performance and poor spelling, and 26 young people without reading difficulties. Dyslexic teenagers do not have number rotation problems, but they reported problems filling out forms, spelling correctly, and reading aloud. On the other hand, teenagers without dyslexia more often pointed out having problems with left-right discrimination, reading maps, or remembering what they had read, aspects that have often been related to dyslexia. Results corroborate that many popular beliefs about dyslexia are not based on scientific evidence and that most questionnaires could erroneously signalize people without reading difficulties. We propose a short questionnaire focused on exploring only seven specific aspects of reading that would help identify dyslexia persistent symptoms in young adults to support them to continue their academic studies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os traços da dislexia tendem a persistir na idade adulta, infelizmente muitos jovens nunca são diagnosticados e continuam a lidar com suas dificuldades na fase pré-universitária. No presente estudo, buscou-se identificar as dificuldades no cotidiano relatadas por jovens pré-universitários em um questionário de dislexia para adultos, para o qual foram respondidas 52 estudantes do último ano do ensino médio, entre 17 e 18 anos de idade. , foram comparados 26 jovens classificados como disléxicos devido à baixa velocidade de leitura e baixo conhecimento ortográfico e 26 sem dificuldades de leitura, foram analisadas cada questão e sua relação com o desempenho na leitura. Os resultados mostraram que os jovens com dislexia não relatam problemas com rotação de números, mas com preenchimento de formulários, ortografia e leitura em voz alta, enquanto jovens sem dificuldades de leitura relataram com maior frequência ter problemas para discriminar direita-esquerda, ler mapa ou lembrar o que faziam. acabei de ler, aspectos que muitas vezes têm sido relacionados à dislexia. Esses resultados confirmam que muitas crenças populares sobre a dislexia não têm base científica para apoiá-las e que os escores totais dos questionários de dislexia podem apontar erroneamente para pessoas sem dificuldades de leitura. Propomos um pequeno questionário focado em explorar apenas sete aspectos específicos da leitura que ajudariam a identificar traços residuais de dislexia em jovens, a fim de fornecer-lhes suporte para continuar seus estudos acadêmicos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[cuestionario de dislexia]]></kwd>
<kwd lng="es"><![CDATA[problemas lectores]]></kwd>
<kwd lng="es"><![CDATA[jóvenes]]></kwd>
<kwd lng="es"><![CDATA[lecto-escritura]]></kwd>
<kwd lng="es"><![CDATA[ortografía]]></kwd>
<kwd lng="en"><![CDATA[dyslexia checklist]]></kwd>
<kwd lng="en"><![CDATA[reading disabilities]]></kwd>
<kwd lng="en"><![CDATA[teenagers]]></kwd>
<kwd lng="en"><![CDATA[orthographic knowledge]]></kwd>
<kwd lng="en"><![CDATA[spelling]]></kwd>
<kwd lng="pt"><![CDATA[questionário de dislexia]]></kwd>
<kwd lng="pt"><![CDATA[problemas de leitura]]></kwd>
<kwd lng="pt"><![CDATA[jovens]]></kwd>
<kwd lng="pt"><![CDATA[alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[ortografia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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