Publicación: Predictores neuropsicológicos de la lecto-escritura en niños y niñas en etapa preescolar de una institución pública de la ciudad de Neiva
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The study of neuropsychological predictors allows early detection of difficulties in acquiring academic skills, favoring the implementation of intervention strategies that lead to successful school performance. This research study focused on characterizing the current state of neuropsychological predictors of preschool children reading at a public school in the city of Neiva located in a social vulnerability sector, by identification of sociodemographic and clinical characteristics, determination of soft neurological signs and description of the current state of the neuropsychological predictors of reading and writing. The methodology used was observational of descriptive scope with cross-sectional design. The evaluation instruments applied were the Neuropsychological Battery for Preschool (BANPE) and the subscales of perception, language and metalinguistic skills of the Child Neuropsychological Evaluation (ENI) battery. The sample consisted of 44 children, of which 23 were boys and 21 girls. The results showed difficulties in most children, particularly in the motor component and some executive functions. Also, low performances were found in tests related to visual perception and language, which are key to the acquisition of literacy-related skills.