Children with Dyslexia that are Learning to Read and How the Neuropsychological Process Influence on it

Abstract

The study aim of this article is to describe how the neuropsychological processes influence the learning of reading in children with dyslexia, from a literature review on the subject. We used the methodology of a systematic bibliographical review, based on the analysis of academic texts on dyslexia and neuropsychology. Along this route, various factors related to particular reading difficulties are examined, including the educational system, the social-family context, orthography (grapheme and phoneme), attention and memory, and the orthography (phoneme and grapheme).  Thus, this article aims to contribute academically to the understanding of the disorder, showing how biological, cognitive and social aspects interfere in the dyslexia process and emphasizing how a good understanding of this disorder and a careful and multidimensional evaluation can be significant for a satisfactory and effective intervention.