Learning to read is much more than learning to read: A neuropsychologically based reading program

Departing from the observation that illiterates significantly underscore in some neuropsychological tests, a learning-to-read method named NEUROALFA w as developed. NEUROALFA is directed to reinforce these underscored abilitie s during the learning-to-read process. It was administered to a sample of 2 1 adult illiterates in Colima (Mexico). Results were compared with 2 contro l groups using more traditional procedures in learning to read. The NEUROPS I neuropsychological test battery was administered to all the participants before and after completing the learning-to-read training program. All 3 gr oups presented some improvement in the test scores. Gains, however, were si gnificantly higher in the experimental group in Orientation in Time, Digits Backward, Visual Detection, Verbal Memory, Copy of a Semi-Complex Figure, Language Comprehension, Phonological Verbal Fluency, Similarities, Calculat ion Abilities, Sequences, and all the recall subtests, excluding Recognitio n. Performance in standard reading tests was also significantly higher in t he experimental group. Correlations between pretest NEUROPSI scores and rea ding ability were low. However; correlations between posttest NEUROPSI scor es and reading scores were higher and significant for several subtests. Res ults are interpreting as supporting the assumption that reinforcement of th ose abilities in which illiterates significantly underscore results in a si gnificant improvement in neuropsychological test scores and strongly facili tates the learning-to-read process. The NEUROALFA method of teaching readin g to adult illiterates is beginning to be used extensively in Mexico. To ou r knowledge, this is the first attempt to apply neuropsychological principl es to social problems.