Impacto de la calidad educativa sobre el desempeño en pruebas de inteligencia de niños con dificultades lectoras

• Autores: José Pablo Escobar, Marcela Tenorio, Francisco Ceric, Ricardo Rosas
• Localización: Ciencias Psicológicas, ISSN 1688-4094, ISSN-e 1688-4221, Año 8, Nº. 1, 2014, págs. 17-29
• Idioma: español
• Títulos paralelos:
  • Impact of educational quality on traditional measures of intelligence:: The case of children with reading disabilities
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    La relación entre inteligencia y educación es compleja. Aunque es una discusión no resuelta, hay modelos teóricos que consideran la inteligencia como producto de la educación, bajo mediación de las habilidades lectoras. La calidad educativa parece ejercer un efecto determinante sobre el desarrollo intelectual, con un impacto aún más importante cuando se trata de niños con difi cultades lectoras. Este es un estudio longitudinal a tres años que evaluó el impacto de la calidad de la escuela sobre la evolución de coefi ciente intelectual en niños con retraso lector. Los resultados muestran desempeños diferenciados en función de la calidad de la escuela (F [2, 112]= 4.310, p< 0.05). Se observa una disminución signifi cativa en las habilidades verbales de los niños que asisten a la escuela de menor calidad (F [2, 112]= 4.184, p<0.05).

    Los resultados se discuten a la luz de la calidad en las oportunidades educativas y el papel que el desarrollo lector tiene en la relación entre educación e inteligencia.

  • English

    The relationship between intelligence and education is complex. While the matter has not been settled, there are theoretical models that consider intelligence as a product of education, closely related to reading skills. The quality of education plays a de terminant effect upon intellectual development. Thi s effect is even more important if the children have reading disabilities. We followed fi fty-eight children of school age during three years. To analyze the data, the sample was purposely split according the quality of the educational institutions they attended. Results show differences in intellectual development as a function of school quality (F [2, 112] = 4.310, p< 0.05). We also observed a signifi cant decrease of verbal abilities of children in the lesser quality school (F [2, 112] = 4.184, p<0.05). The discussion of these results focuses on the quality of educational opportunities and the role of reading development in the relationship between education and intelligence

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