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Test Developments in neuroscience and technology applied to dyslexia
Agenda
QUESTION 1: WHAT HAS RESEARCH IN NEUROSCIENCE ON DYSLEXIA DISCOVERED?
No structural and functional differences in the brains of people with dyslexia
Differences in visual processing rather than areas related to reading
Structural and functional differences in the brain, especially in areas related to reading and language processing
La dislexia no tiene bases neuronales identificables
QUESTION 2: WHAT IS NEUROPLASTICITY AND HOW IS IT RELATED TO DYSLEXIA?
The inability of the brain to change in adulthood
The brain's ability to reorganize and adapt, even in adulthood
The brain's inability to respond to specific interventions
No relation to dyslexia
QUESTION 3: WHAT CHARACTERIZES THE TECHNOLOGICAL APPLICATIONS DESIGNED TO ADDRESS DYSLEXIA?
They do not consider individual strengths and weaknesses
They use adaptive algorithms and personalize the learning experience
They are not effective compared to traditional methods
They are not making significant progress
QUESTION 4: HOW DO ASSISTED READING TECHNOLOGIES HELP SUPPORT PEOPLE WITH DYSLEXIA?
Limit access to information
Provide invaluable support by offering text-to-speech and screen readers
They have no impact on the elimination of barriers associated with conventional reading
Not related to dyslexia
QUESTION 5: WHAT BENEFIT IS HIGHLIGHTED BY INCORPORATING GAMIFICATION INTO THE EDUCATION OF PEOPLE WITH DYSLEXIA?
No proven benefits
They maintain attention, but do not favor the development of reading skills
Favors the development of reading skills in an interactive learning environment
Gamification is not effective in the education of people with dyslexia
QUESTION 6: WHAT IS THE ESSENTIAL ROLE OF TECHNOLOGIES IN THE MONITORING OF INDIVIDUALS WITH DYSLEXIA?
They do not contribute to continuous monitoring of performance
They facilitate the adaptation of interventions as needed
They do not allow educators and professionals to monitor performance in detail
They have no impact on progress assessment
QUESTION 7: WHAT DOES GAMIFICATION IN THE EDUCATION OF PEOPLE WITH DYSLEXIA CONSIST OF?
Exclusive use of game elements in playful contexts
Incorporating elements of play in non-playful contexts
It has no educational applications
No impact on the development of reading skills
QUESTION 8: WHAT DO ONLINE PLATFORMS AND SPECIALIZED APPLICATIONS ALLOW IN THE CONTEXT OF DYSLEXIA?
They do not allow detailed monitoring of performance
They make it difficult to adapt interventions as needed
They facilitate continuous monitoring and evaluation of the progress of individuals with dyslexia
They are not related to educational technology
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INCORRECT QUESTIONS
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