El juego como herramienta de intervencion en niños con problemas lectores. fase ii.

The present study aims to prove the efficacy of an intervention program based on play and implicit learning, developed to enhance the reading abilities of children diagnosed with poor reading garden-variety. Seventy five children, seven to nine years old, from low socioeconomic status, and that attend first to fourth grade in schools of Cali (Colombia) would participate in this research. Fifty of these children may underperformed in two measures of reading skills according to the expected population mean, while the remaining children will show appropriate reading abilities according to the expected population mean. all children will be evaluated with two measures of reading skills, Habilidades Metalinguisticas y Lectura from the scale Evaluacion Neuropsicologica Infantil (ENI). Half of the children with a low performance in reading skill tests will enter the intervention program while the other half will have access to a conventional reading learning strategy and will constitute the control group. Both groups will be compared with a good reader control group of 25 children matched by age and sex. It is expected to find that the experimental group improves their reading abilities with regard to the control group, and the normal control group.