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

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 garden-variety. One hundred children, six to eight years old, from low socioeconomic status, and that attend first to fourth grade in schools of Cali (Colombia) would participate in this research. Eighty of these children may underperformed in two measures of reading skills according to the expected population mean, while the remaining twenty children will show appropriate reading abilities according to the expected population mean. all children will be evaluated with two measures of reading skills, an intelligence battery, a visuospatial task, a planning task and a verbal memory task. 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 conventional reading learning strategies and will constitute the control group. It is expected to find that the experimental group improves their reading abilities with regard to the control group, and the normal control group.