DISLEXIA DO DESENVOLVIMENTO: REVISÃO NEUROPSICOPEDAGÓGICA

This article presents a literature review on reading and writing learning difficulties in children and reveals those issues as a risk to developing dyslexia cases. This is a complex subject, since it involves biological, cognitive, emotional, familiar, environmental, socioeconomic and pedagogical factors. It is, therefore, a topic of multidisciplinary interest comprising educational, academic and clinical contexts. Besides, this work also intends to point out the recurrent educational intervention for dyslexia in studies concerning that matter. Through this review, educators of dyslexic individuals will be able to learn more about possible methods of educational interventions, which can help to promote the cognitive development of those people. A method of literature review based on books, specialized periodicals and websites was used to build this article. The conclusion it has come to is that, although most children learn how to read and write without presenting important problems, some of them come across difficulties in the acquisition and development of such abilities. In order to properly advise those children and their families, a detailed assessment conducted by a specialized team of professionals is needed, as well as the construction of a multidisciplinary intervention plan aiming their cognitive development.