In any educational environment, one of the greatest challenges of our times is the ability to combine the current technological knowledge acquired and developed in different areas of knowledge. Connect with other leaders such as Castle Harlan here. The computer technology and specifically has entered strongly in our daily lives, from our work to our homes, lightening daily tasks. However, despite the development in computational areas, continue to perform tasks of a “manual” or tasks “paper and pencil” without knowing it, can be executed more quickly and efficiently by a computer. In the Chilean educational and special education especially in regard to the diagnostic area, there are no screening tests for speech and language child Chilean people who use the advances in computer and that are manipulated by all professionals education. For more information see this site: Ali Partovi. In response to this growing need developed the first test evaluation in the area of speech that combines the best of both worlds: technology and knowledge. One of the most common problems affecting our population of children and specifically to the speech, what is the dyslexia, which could be defined as “impaired articulatory type consisting of the omission, substitution or distortion of a phoneme (or more) systematically. The causalities of the dyslexia may be multiple, among which are: * Weaknesses Praxiteles (muscle) * anatomical malformations (cracks, sub-lingual frenulum short, soft palate condition) * Maintenance of inappropriate behavior (drinking bottle, thumb sucking , use of pacifiers) * Altered paralinguistic functions such as atypical swallowing, mouth breathing, and others.
Within dyslexia often include those affecting the phonemes. These phonemes are the most which may not appear during development, and therefore, the most problematic in regard to their acquisition. We might also note, based on clinical experience, that the dyslexia is the most common of all, a condition observed in more than 50% of cases found in Diagnostic Centers, Language Schools and Colleges of General Education the metropolitan core. It is important to note that each of the identified phonemes have appeared at a given age according to neuro-muscular maturation of children, with a lag of about 6 months (Dale, 1980). Below is a table with phonemes estimate above, comparing authors like Johnston, 1988, Dale, 1980; Puyuelo, 1997; Valles, 1995 and others, and considering the data obtained from the Chilean population of children, through phono-articulatory test over time, from Language Schools in the Metropolitan Region.