Universal Journal of Educational Research Vol. 9(9), pp. 1699 - 1712
DOI: 10.13189/ujer.2021.090910
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Evaluation and Psychoeducational Intervention of Learning Disabilities: A Case Study

Isaias Martin-Ruiz ^1,2,*, Maria-Jose Gonzalez Valenzuela ^1,2, Inmaculada Jordan-Galera ^3
1 Department of Developmental and Educational Psychology, Faculty of Psychology and Speech Therapy, University of Málaga, Campus de Teatinos, s/n. 29071 Málaga, Spain
² Research Group Andalusian SEJ-521 "Learning Disabilities and Development Disorders", Spain
³ Research Group Andalusian SEJ-521 “Learning Disabilities and Development Disorders”, Spain

ABSTRACT

Learning Disabilities are one of the most frequent deficits in the teaching and learning process, present between 5 and 15% of the students. Various definitions have been made, such as DSM 5, ICD-11, or other more psychoeducational definitions. The main problem is the unexpected difficulties in learning how to read or write despite having a medium intellectual capacity. Deficits can be found in: cognitive variables, visual perceptual processing, phonological processing, semantic processing, and morphosyntactic processing. The purpose of this paper is to identify the reading and writing learning disabilities of a Spanish-speaking subject. The methodology is a single case study, which is examined of a 7-year-old boy enrolled in the second year of Primary Education at a grant-maintained school in the city of Malaga (Spain). A psychoeducational evaluation proposal is described with different qualitative and quantitative techniques. The results indicate that the subject presents difficulties in his acquisition of Reading and Writing skills, showing signs of cognitive deficits in memory, attention, processing speed, visual and phonological processing, and difficulties in reading and writing. Finally, a proposal for psychoeducational intervention is described, which would be useful in promoting learning and improving the pupil's academic performance. The research shows the relevance of the global evaluation of cognitive and psycho-linguistic variables and the need to establish an early diagnosis. It is also necessary to highlight the relevance of early intervention and the establishment of clear educational guidelines towards the teacher and the family. The main limitations are determined from the single case study and the possible limitations of validity and generalizability of this study to other languages.

KEYWORDS
Learning Disabilities, Reading, Writing, Attention, Processing Speed, Memory, Visual and Phonological Processing

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Isaias Martin-Ruiz , Maria-Jose Gonzalez Valenzuela , Inmaculada Jordan-Galera , "Evaluation and Psychoeducational Intervention of Learning Disabilities: A Case Study," Universal Journal of Educational Research, Vol. 9, No. 9, pp. 1699 - 1712, 2021. DOI: 10.13189/ujer.2021.090910.

(b). APA Format:
Isaias Martin-Ruiz , Maria-Jose Gonzalez Valenzuela , Inmaculada Jordan-Galera (2021). Evaluation and Psychoeducational Intervention of Learning Disabilities: A Case Study. Universal Journal of Educational Research, 9(9), 1699 - 1712. DOI: 10.13189/ujer.2021.090910.