Assistant Professor of ‘Inclusive Education’ at the Department of Elementary Education, Democritus University of Thrace, Greece
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Neuropsychological Assessment of Difficulties in Reading Spanish: A Cultural-Historical Approach
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Background. This paper argues that Cultural-Historical neuropsychology provides a solid theoretical framework for the assessment of reading difficulties.
Objective. The objective of the paper is to discuss how reading process and reading difficulties are perceived through the prism of Cultural-Historical neuropsychology.
Design. This paper is of a theoretical and methodological nature, directed to practice and research in the field of neuropsychology.
Results. This paper provides an outline of the fundamental concepts and principles of Cultural–Historical theory that are relevant to the assessment of reading difficulties. It provides a blueprint for the assessment of difficulties in reading Spanish via a presentation of data on common mistakes and their relationship to neuropsychological factors.
Conclusion. The crucial role of in-school teaching in facilitating students to avoid developing reading difficulties, or to overcome them, is highlighted.
DOI: 10.11621/pir.2021.0404
Keywords: Cultural-Historical/ neuropsychology/ assessment/ reading difficulties/ Spanish language
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His research encompasses a number of theoretical engagements currently focusing on disability studies in education and cultural-historical theory. He has published scientific articles in journals such as Pedagogy, Culture & Society, Rehabilitation Counseling Bulletin, Journal of the History of Neurosciences, and Frontiers in Education. He has served as editor and/or reviewer for Frontiers in Human Neurosciences, Journal of Visual Impairment & Blindness, and European Child & Adolescent Psychiatry.
