Neuropsychological Assessment of Difficulties in Reading Spanish: A Cultural-Historical Approach

Abstract

Background. This paper argues that Cultural-Historical neuropsychology provides a solid theoretical framework for the assessment of reading difficulties. Objective. The objective of the paper is to discuss how reading process and reading difficulties are perceived through the prism of Cultural-Historical neuropsychology. Design. This paper is of a theoretical and methodological nature, directed to practice and research in the field of neuropsychology. Results. This paper provides an outline of the fundamental concepts and principles of Cultural–Historical theory that are relevant to the assessment of reading difficulties. It provides a blueprint for the assessment of difficulties in reading Spanish via a presentation of data on common mistakes and their relationship to neuropsychological factors. Conclusion. The crucial role of in-school teaching in facilitating students to avoid developing reading difficulties, or to overcome them, is highlighted.

Transition from Letters to Words: Meaningfulness in Preschoolers’ and First Graders’ Initial Reading

“…Предпринятое нами исследование опиралось на фундаментальные положения, обосновывающие значимость опосредствования чтения действительностью, стоящей за словом, как предметной, так и специфически словесной, и подчеркивающие важную «инструментальную» роль первоначальных представлений о словах в преодолении их неоднозначных отношений (Жинкин, 1982;Карпова, 1955;Карпова, Колобова, 1978;Леонтьев, 2001;Лурия, 1946;Solovieva et al, 2021).…”