Hoy voy a contarte 3 cosas que seguramente no sepas sobre la dislexia porque se han descubierto en investigaciones muy recientes. 1️⃣ SUSCRÍBETE A LA LISTA DE CORREO: https://juanjosemillan.es/landingpage/newsletter 2️⃣ SÍGUEME EN INSTAGRAM EN: https://www.instagram.com/webjjmiles ▶︎ AUDIOCURSOS GRATUITOS: https://www.juanjosemillan.es ▶︎ Si quieres saber más sobre quién soy, no dejes de ver mi CV en mi Web personal: http://blog.juanjosemillan.es/curriculum-juan-jose-millan 👉🏻 No te Olvides de visitar nuestra Web www.area44.es para más información y seguirnos en nuestras redes sociales: 👉🏻 YOUTUBE: https://www.youtube.com/area44cp?sub_confirmation=1 👉🏻 INSTRAGRAM: https://www.instagram.com/area44cp/ 👉🏻 TWITTER: https://www.twitter.com/webjjmiles 👉🏻 FACEBOOK: https://www.facebook.com/area44cp 👉🏻 TWITCH: https://www.twitch.tv/area44cp BIBLIOGRAFÍA 📖 Artuso, C., Bellelli, F., & Belacchi, C. (2020). Developmental dyslexia: How taxonomic and thematicorganization affect working memory recall. Child Neuropsychology, 26(2), 242-256 📖 Baddeley, A., Allen, R. J. y Hitch, G. J. (2010). Investigating the episodic buffer. Psychologica Belgica, 50(3–4), 223-243. 📖 Bajre, P., & Khan, A. (2019). Developmental dyslexia in Hindi readers: Is consistent sound-symbolmapping an asset in reading? Evidence from phonological and visuospatial working memory.Dyslexia, 25(4), 390-410. 📖 Bausela-Herreras, E., Tirapu-Ustárroz, J., Cordero-Andrés, P. (2019). Déficits ejecutivos ytrastornos del neurodesarrollo en la infancia y en la adolescencia. Revista Neurología, 69(11),461-469 📖 Cheng, D., Xiao, Q., Chen, Q., Cui, J., y Zhou, X. (2018). Dyslexia and dyscalculia are characterized by common visual perception deficits. Developmental Neuropsychology, 43(6), 497-507. 📖 Child, A. E., Cirino, P. T., Fletcher, J. M., Willcutt, E. G., y Fuchs, L. S. (2018). A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills. Journal of Learning Disabilities, 52(1), 15- 30. 📖 Cruz-Rodrigues, C., Barbosa, T., Toledo-Piza, C. M. J., Miranda, M. C., & Amodeo Bueno., O. F.(2014). Neuropsychological characteristics of dyslexic children. Psicología: Reflexão e Crítica,27(3), 539-546. 📖 Delage, H., & Durrleman, S. (2018). Developmental dyslexia and specific language impairment:distinct syntactic profiles? Clinical Linguistics & Phonetics, 32(8), 758-785 📖 Fogel, Y., Josman, N., & Rosenblum, S. (2021). Exploring the Impacts of Environmental Factors onAdolescents’ Daily Participation: A Structural Equation Modelling Approach. InternationalJournal of Environmental Research and Public Health, 18(1), 142 📖 Kalyvioty, K., & Mikropoulos, T. A. (2013). A virtual reality test for the identification of memory strengths of dyslexic students in Higher Education. Journal of Universal Computer Science, 19(18), 2698-2721. 📖 Lafay, A., St-Pierre, M.-C. y Macoir, J. (2017). The Mental Number Line in Dyscalculia: Impaired Number Sense or Access from Symbolic Numbers? Journal of Learning Disabilities, 50(6), 672– 683 📖 Lazzaro, G., Varuzza, C., Costanzo, F., Fucà, E., Di Vara, S., De Matteis, M. E., Vicari, S., &Menghini, D. (2021). Memory Deficits in Children with Developmental Dyslexia: A Reading-Level and Chronological-Age Matched Design. Brain Sciences, 11(1), 40 📖 Masoura, E., Gogou, A., & Gathercole, S. E. (2020). Working memory profiles of children withreading difficulties who are learning to read in Greek. Dyslexia, 27(3), 312-324 📖 Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., y Moher, D. (2021). Updating guidance for reporting systematic reviews: development of the PRISMA 2020 statement. Journal of Clinical Epidemiology, 134, 103-112 📖 Peters, L., Op de Beeck, H. y De Smedt, B. (2020). Cognitive correlates of dyslexia, dyscalculia and comorbid dyslexia/ dyscalculia: Effects of numerical magnitude processing and phonological processing. Research in Developmental Disabilities, 107, 103806. 📖 Rousselle, M., & Abadie, M. (2021). La mémoire de travail dans la dyslexie: Dysfonctionnements etpistes de remédiation. ANAE Approche neuropsychologique des apprentissages chez l’enfant,171, 154-161

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