Stimulation of the brain areas of speech and language in acquisition of literacy in children from 4 to 6 years
DOI:
https://doi.org/10.18537/mskn.05.02.03Keywords:
stimulation, brain centers, psycholinguistic processing age, risks of non-readingAbstract
The objective of the study was to validate a model of stimulation procedures of the brain centers of speech and language, aiming the acceleration of read-write teaching in 4 to 6 years old children in two schools of Cuenca city. It was a prospective analytical study, with quasi-experimental design. The cluster type sample included 39 children in the intervention group and 60 in the control group. The experimental intervention lasted five months comprising educational activities, the rehabilitation of individual functions, and clinical group consulting and individual control. The composition of the sample groups was based on the average psycholinguistics age (PLA) of the children. The association between variables was measured using ANOVA to compare group behavior before and after; the t-Test for comparing means between groups. Previously, the homogeneity of the sample groups was determined using the Levene test. Kendal’s tau-b and tau-c were used to measure the association between the ordinal variables. A 95% confidence level was applied for the estimation of the confidence interval of the variables. The study showed an increase in the PLA average, from 4,78 to 6,11, similar to its parameters (p < 0,05), except for visual understanding (p > 0,05). However, the increase was greater in the intervention group, which benefited from the implementation of the brain center stimulation procedures (p < 0,05). The study clearly revealed that these procedures reduce the risk of reading difficulties in children (p < 0,05).
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