Acceso usuarios
Con este estudio pretendemos verificar si existen diferencias significativas en inteligencia verbal en escolares disléxicos y escolares no disléxicos de primaria y analizar en el grupo de escolares disléxicos qué componente del cociente intelectual verbal es el que presenta mayores correlaciones con dicho cociente intelectual verbal. La muestra estuvo formada por 50 alumnos con edades comprendidas entre seis y doce años. El análisis de datos se realizó mediante análisis descriptivos, Correlación de Pearson y t de Student. Los resultados constatan que, es el subtest de Información el que presenta mayor correlación con el cociente intelectual verbal en escolares disléxicos y que, existen diferencias significativas entre el grupo de escolares disléxicos y el grupo de escolares no disléxicos en cociente intelectual verbal, información, semejanzas, aritmética, vocabulario, comprensión y dígitos.
With the design of this study, we intend to verify whether there are significant differences between linguistic intelligence and the subtests that shape the linguistic intelligence quotient, when applied to groups of dyslexic and non-dyslexic scholars of primary students and inquiring in the dyslexics group which components of the tests have the biggest correlation with their linguistic intelligence.
The sample was formed by a group of 50 students with ages between six and twelve years. The analysis of the data was realized by descriptive analysis, Pearson product-moment correlation coefficient and t-distribution. The results confirm that it's the information subtest the one that presents the biggest correlation between the linguistic intelligence test and the dyslexic group of students and that there is a significant difference between the dyslexic scholars and the non dyslexic ones in terms of linguistic intelligence, information, similarities, arithmetics, vocabulary, comprehension y digit span.
