El juego como vehículo para mejorar las habilidades de lectura en niños con dificultad lectora

Colombian scientific literature on reading acquisition and rehabilitation of reading difficulties is limited. For this reason, this study aims to prove the impact of an intervention program for reading, based on play and implicit learning, in children with non-specific reading disabilities, after finishing the program and 6 months later. Method. Using a cross - sectional and comparative design, 20 children, between 7 to 9 years old, with typical psychological development with regular attendance at a school in Cali (Colombia), participated voluntary in this study. Pre and post - assessment included the evaluation of phonological awareness, reading skills and general cognitive functioning, that were used to establish if there were differences between the three times of assessment. Results. Children showed significant improvement in their reading skills after their participation in the intervention program, maintaining the effect in the long term. Conclusion. Non - specific reading difficulties can be improved with an intervention program of reading, based on play and implicit learning.