Lateralidad y rendimiento lectoescritor en niños de 6 años
One purpose of our current education system is to the overall development of students 
throughout the entire school. Within the educational context, we find students from early 
childhood education have difficulty in acquiring reading and writing aspects that affect and 
seriously limit their current school performance and academic future. 
The objective this research is to study the relationship between laterality and the level 
of literacy achieved by the kindergarten students at the end of childhood education. To do 
this, we follow a non experimental and descriptive methodology. We evaluate laterality, 
reading and writing by Test Laterality of Neuropsychological Testing and Test Analysis 
Reading and Writing (TALE), by 30 students from 6 years old, belonging to 3rd child 
education, and analyzed relationships between the three variables. 
The study results indicate that there is a relationship between laterality and learning of 
reading and writing, since students have a well defined laterality perform better in both 
reading and writing, with respect to having a laterality undefined. As suggested, I train 
laterality by an intervention program aimed at the group of students who underperformed, 
with the object of strengthening the lateral dominance and get better results in the process 
of reading and writing.