En los últimos años la investigación sobre la dislexia ha demostrado que algunas deficiencias en el procesamiento fonológico y ortográfico persisten durante la vida adulta. Sin embargo, no contamos en español con instrumentos adecuados para la evaluación de estos procesos en la población disléxica adulta. Esta investigación ha consistido en llevar a cabo la adaptación al español e informatización del instrumento UGA Phonological/Orthographic Battery (Batería Fonológica/Ortográfica de la Universidad de Georgia) elaborado por un grupo investigador de esa misma Universidad. Hemos analizado la validez discriminante de la versión española e informatizada de la batería sobre una muestra de adolescentes con dificultades de aprendizaje en lectura (DAL) (N=23) y adolescentes buenos lectores (BL) (N=18). Los hallazgos obtenidos demuestran que, en general, el instrumento discrimina entre adolescentes con DAL y adolescentes BL. Además, cuando se consideran las medidas basadas en la exactitud o precisión de las respuestas las tareas que entran a formar parte de la función discriminante tienen en común habilidades de tipo fonológico. En cambio, cuando se analizan las medidas basadas en los tiempos de procesamiento las tareas que configuran la función discriminante demandan una habilidad de procesamiento ortográfico. En definitiva, las dificultades que experimentan los adolescentes con DAL deberían ser detectadas a través de instrumentos de evaluación como el que se presenta en esta investigación, y de este modo la respuesta educativa siempre será más eficaz desde las instituciones.
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