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Explorando el riesgo de dislexia a través de correlaciones psicolingüísticas y orofaciales: conocimientos sobre el
Ștefan Lucian Burlea1, Laura Elisabeta Checheriţă2, Ovidiu Stamatin1
13rd Dental Medicine Department, Faculty of Dental Medicine, "Grigore T. Popa" University of Medicine and Pharmacy, 700115 Iasi, Romania.
Journal of personalized medicine
|August 27, 2025
Resumen
El riesgo de dislexia temprana y disgrafia en los niños puede estar relacionado con la disfunción de la lengua y la desregulación emocional. La integración de evaluaciones faciales y emocionales puede mejorar la identificación y la intervención tempranas.
Área de la Ciencia:
- Trastornos del desarrollo neurológico
- Psicología infantil
- Patología del habla y el lenguaje
Sus antecedentes:
- La dislexia y la disgrafia son trastornos del desarrollo neurológico comunes que afectan las habilidades de lectura y escritura.
- La investigación emergente sugiere vínculos potenciales con la disfunción orofacial y los problemas de regulación emocional.
- La identificación temprana y la intervención son cruciales para los niños en riesgo.
Objetivo del estudio:
- Examinar las asociaciones entre las anomalías estomatognáticas, la desregulación emocional y los primeros indicadores de riesgo de dislexia-disgrafia en niños en edad preescolar.
- Reforzar las estrategias de detección y intervención tempranas para estas enfermedades.
- Explorar el papel de los factores orofaciales y emocionales en el riesgo de dislexia-disgrafia.
Principales métodos:
- Un estudio transversal de casos y controles de 689 niños rumanos de 5 a 7 años.
- Evaluación usando la batería ACTIV-BURLEA para el lenguaje, motor y capacidades cognitivas.
- Evaluaciones clínicas de la función orofacial (lengua, labios, oclusión) y de la regulación emocional.
Principales resultados:
- El 74,19% de los niños en riesgo recibieron diagnósticos confirmados de dislexia-disgrafia en el seguimiento.
- La disfunción de la lengua (TD) y la desregulación emocional (ED) mostraron potencial como indicadores de riesgo.
- TD correlacionado con la evitación de la escuela; anomalías oclusas (OAs) correlacionadas con la angustia emocional.
Conclusiones:
- El riesgo temprano de dislexia-disgrafia parece involucrar componentes orofaciales y emocionales.
- La disfunción de la lengua, los trastornos de oclusión y la desregulación emocional pueden servir como marcadores clínicos importantes.
- La integración de evaluaciones dentales y emocionales en el cribado preescolar puede mejorar la identificación temprana y las intervenciones personalizadas.
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