La dislexia y su intervención educativa en estudiantes de educación básica media

Abstract

Dyslexia is the most common learning difficulty in schools and its educational intervention is one of the great challenges for education professionals. This disorder has been the subject of multiple investigations, due to the effects it causes in the acquisition of reading and writing. In this sense, it is characterized by the limitation of recognition, fluency, decoding and writing of letters. It is essential to know that this difficulty is not linked to intellectual and sensory deficits. Considering this, dyslexia is a difficulty that requires an effective educational intervention, focused on meeting the student's needs, considering their individual characteristics and affectations. For this reason, the present work aims to analyze the effects of dyslexia in middle school students through a literature review in order to propose a plan of educational intervention strategies. The methodology used is qualitative due to the analysis and collection of information through the analytical-synthetic method to characterize the attributes of the object of study. In this sense, it could be evidenced in the research that the main affectations of dyslexia in middle school students affect phonological, syntactic, lexical and orthographic competences. Likewise, it could be concluded that educational intervention is of utmost importance, since it establishes a process of pedagogical accompaniment using strategies that allow counteracting the effects of this disorder and promote a comprehensive academic process.