[ES] El objetivo de este TFG es comprobar si la ense?anza expl?cita de habilidades morfosint?cticas a trav?s de un programa de ense?anza con estudiantes con discapacidad auditiva de Educaci?n Primaria mejora sus habilidades de lectura y reduce la utilizaci?n de la Estrategia de Palabra Clave (EPC), com?n en este colectivo, que consiste en la identificaci?n de las palabras m?s significativas del texto, aquellas con carga sem?ntica, para aventurar el significado global del texto, ignorando o apenas procesando las palabras funcionales. El programa fue dise?ado por el grupo de investigaci?n COMPLyDIS y se ha desarrollado en un centro educativo de estudiantes sordos de la Comunidad de Madrid. Los participantes fueron 13 alumnos con diferente p?rdida auditiva que estaban escolarizados en este centro educativo. Todos ellos fueron evaluados en lectura, habilidades morfosint?cticas y vocabulario a trav?s de la Bater?a PEALE, antes del periodo de ense?anza (pretest) y despu?s del mismo (postest). El programa ha sido desarrollado desde enero hasta mayo de 2019 en el contexto de sesiones de apoyo educativo. Para la aplicaci?n de este programa se propone, desde una perspectiva te?rica, el uso de la metodolog?a de ense?anza denominada recast o retroalimentaci?n resolutiva, que se utiliza sobre los errores cometidos por los alumnos en su aprendizaje y les ayuda, planteando la respuesta correcta, a adquirir la estructura adecuada del lenguaje, en este caso concreto al uso y procesamiento de las palabras funcionales del texto. Los resultados muestran que los participantes del estudio han evolucionado tanto en el dominio de habilidades implicadas en la lectura (sintaxis, morfolog?a y vocabulario) como en el menor uso de la EPC para leer frases, lo que repercute en mayores niveles de desempe?o lector. Sin embargo, aunque la generalizaci?n de los resultados obtenidos no es posible debido al tama?o de la muestra, estos revelan indicios de mejora en la competencia lectora, al menos, en el centro educativo donde se ha desarrollado, y sirven de apoyo a futuras l?neas de trabajo, que se plantean como resultado de este TFG.

[EN] The objective of this TFG is to check whether the explicit teaching of morphosyntactic skills through a teaching program with students with hearing impairment in Primary Education improves their reading skills and reduces the use of the Keyword Strategy (KE), common in this collective, which consists in the identification of the most significant words in the text, those with a semantic meaning, to venture the overall meaning of the text, ignoring or just not processing the functional words. The program was designed by the research group named COMPLyDIS and has been developed in an educational center for deaf students in the Community of Madrid. The participants were 13 students with different hearing loss who were enrolled in this school. All of them were evaluated in reading, morphosyntactic abilities and vocabulary through the PEALE Battery, before the teaching period (pretest) and after it (posttest). The program has been developed from January to May 2019 in the context of educational support sessions. For the application of this program is proposed, from a theoretical perspective, the use of teaching methodology called recast, which is used on the mistakes made by students in their learning and helps them, posing the correct answer to acquire the appropriate structure of the language, in this specific case to the use and processing of the functional words of the text. The results show that the study participants have evolved both in the domain of skills involved in reading (syntax, morphology, and vocabulary) and in the lower use of the KE to read sentences, which affects higher levels of reading performance. However, although the generalization of the results obtained is not possible due to the size of the sample, they reveal signs of improvement in reading competence, at least in the educational center where it has been developed, and support future lines of research, which arise as a result of this TFG.