DYSLEXIA AND PSYCHOPEDAGOGICAL INTERVENTIONS

Abstract

Learning is a dynamic and complex process that involves cognitive, organic, affective, social, and pedagogical factors. Therefore, understanding the causes, symptoms, and psychopedagogical interventions for students with dyslexia is of paramount importance, as dyslexia is considered one of the main learning difficulties. This article is based on bibliographic research, aiming to study and investigate dyslexia, as well as provide a theoretical framework that contributes to the work of psychopedagogues, improving their practice and expanding their level of knowledge, benefiting students, teachers, and psychopedagogues. Psychopedagogical intervention is an indispensable tool for psychopedagogues working with individuals with dyslexia, offering them the opportunity to learn and overcome their difficulties through well-structured work applied to the lives of dyslexics, developing research and intervention that can yield positive results.