Madurez, estructuración del entorno y procesos lectores en niños y niñas con discapacidad intelectual: una revisión documental
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El presente artículo analiza la relación entre madurez funcional, estructuración del entorno educativo y procesos lectores en niñas y niños con discapacidad intelectual mediante una revisión documental cualitativa de alcance exploratorio-analítico. Los hallazgos cuestionan la concepción de la madurez como un prerrequisito fijo para iniciar la alfabetización y muestran la pertinencia de valorar las habilidades presentes, las formas de comunicación y las necesidades de apoyo de cada estudiante. A su vez, la organización temporal y espacial, la accesibilidad de los materiales y la mediación pedagógica se reconocen como dimensiones que configuran las condiciones de participación en las experiencias lectoras. La evidencia revisada ofrece mayor respaldo a la enseñanza explícita de componentes fonológicos y a las intervenciones multicomponente, mientras que el reconocimiento de palabras significativas, la multimodalidad y los sistemas aumentativos y alternativos de comunicación amplían las posibilidades de acceso y participación. La revisión identifica, sin embargo, una escasa articulación entre madurez funcional, entorno, experiencia corporal y lectura. A partir de este vacío se proponen lineamientos pedagógicos de carácter situado, cuya pertinencia deberá ser contrastada mediante investigación empírica.
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