Speaker
Presentation in SpanishISAÍAS RUIZ
UNIVERSITY OF MALAGA. SPAIN
Associate Professor of Developmental and Educational Psychology at the Faculty of Psychology and Speech Therapy (University of Málaga).
He holds a degree and a PhD in Psychology, with a dissertation entitled “Learning Difficulties: A Longitudinal Study.” He also holds a Master’s degree in Early Intervention, the European Federation of Psychologists’ Associations (EFPA) Specialist Certificate in Educational Psychology (2009), and accreditation from the Spanish Psychological Association (2019). He is the Principal Investigator of the PAIDI research group SEJ-521, “Learning Difficulties and Developmental Disorders.”
His professional career has been devoted to educational psychology across all educational stages for more than 19 years. He is an accredited Educational Psychologist and serves as an advisor in Educational Psychology for the Official College of Psychology of Eastern Andalusia (COPAO).
His current research lines focus on special educational needs (SEN) and attention to diversity, predictive factors in reading and writing, neuropsychological prevention of learning difficulties, and the socio-cognitive development of students with learning difficulties.
He has numerous national and international publications on written language, learning difficulties, dyslexia, and early intervention.
He is a member of the coordinating group of the PsiCE project (“Evidence-Based Psychology in Educational Contexts”), funded by the University of La Rioja and the Spanish Psychological Association. He is currently the Principal Investigator of two research projects on the psycholinguistic predictors of reading and writing in students with specific learning difficulties, funded by the European Regional Development Fund (ERDF) and the University of Málaga.
Developmental Disorders and the Acquisition of Written Language: Clinical Profiles and Psychoeducational Treatment
The acquisition of written language is a fundamental competence that students must develop in the early years of schooling, forming part of the basic instrumental skills required for academic progress (MEC, 2020). Moreover, it is essential for successful integration into adult life, as a functional command of reading and writing is necessary to lead a full and independent life in society (OECD, 2023). However, for neurodiverse students and/or those with developmental and learning disorders, this acquisition is not always guaranteed, often resulting in limited functional literacy, which can lead to academic failure, school dropout, and issues related to self-esteem and mental health.
Psycholinguistic theories suggest that various cognitive processes may be impaired, showing atypical patterns or deficits. On the one hand, some studies indicate that a global-analytical reading approach may be the most effective therapeutic strategy, as it supports visual processing skills (Ojeda Budia et al., 2020; Ulriksen et al., 2023). On the other hand, other research suggests that verbal processing skills can be re-educated and improved, enhancing phonological abilities (Alnahdi, 2015; Martín & Valenzuela, 2024; Lemons & Fuchs, 2010), as well as broader cognitive-linguistic variables.
The aim of this symposium is to present scientific evidence based on clinical cases of various neurodevelopmental disorders, along with assessment and intervention procedures in literacy, in order to promote successful learning outcomes.
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