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Test Current state of research on dyslexia
Agenda
QUESTION 1: WHAT HAS GENETIC RESEARCH REVEALED ABOUT DYSLEXIA?
There is no genetic link to dyslexia
The complex interaction between genetic and environmental factors
Dyslexia has no genetic basis
Solo un gen específico está asociado con la dislexia
QUESTION 2: WHAT IS THE FOCUS OF PSYCHOLINGUISTIC APPROACHES IN DYSLEXIA RESEARCH?
Development of athletic skills
Strengthening phonological skills, morphosyntax and processing speed
Improvement of social skills
Research into creative writing
QUESTION 3: WHY HAS EARLY DIAGNOSIS BECOME A PRIORITY IN RESEARCH?
To limit interventions
Facilitate the identification of early risk indicators and enable more effective interventions
For economic reasons
Not a priority in research
QUESTION 4: WHAT KEY CONCEPT HAS EMERGED IN THE APPROACHES TO INTERVENTION ACCORDING TO THE RESEARCH?
Cognitive rigidity
Neuroplasticity
Immutable brain structure
Limited brain development
QUESTION 5: WHAT IS THE PURPOSE OF BRAIN TRAINING PROGRAMS SPECIFICALLY DESIGNED FOR DYSLEXIA?
Maintaining cerebral rigidity
Leveraging neuroplasticity to improve reading skills
Redefining brain structure
Ignoring the brain's ability to change
QUESTION 6: WHAT ROLE HAS RESEARCH EXPLORED ABOUT TECHNOLOGY IN SUPPORTING INDIVIDUALS WITH DYSLEXIA?
There is no research on this subject
Evaluate the effectiveness of online applications and tools to improve accessibility and provide personalized assistance
Discredit the use of technology in education
Limiting the evolution of technology in educational environments
QUESTION 7: WHAT IS THE CENTRAL TOPIC OF RESEARCH IN RELATION TO INCLUSION AND EDUCATIONAL ADAPTATIONS?
Exclusion of dyslexic students
Exploring how to adjust educational environments to accommodate the needs of dyslexic students
Ignoring the perception of educators
Reducing the training of educators
QUESTION 8: WHAT DOES RESEARCH ON INCLUSION AND EDUCATIONAL ADAPTATIONS SEEK TO GUARANTEE?
Limit access to the curriculum
To ensure that dyslexic students have equitable access to the curriculum
To ignore the individual needs of students
Exclude dyslexic students from the educational environment
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