LITERACY AND DYSLEXIA: INTEGRATIVE APPROACH FOCUSED ON THE CHILD

Abstract

The purpose of this article is to present an approach to literacy in children with dyslexia. Firstly, it addresses the problematics usually present at school, highlighting the importance of detection, diagnosis, and early actions to reverse the negative impact of this challenging situation. The framework is a perspective based on the linguistic model by Bloom and Lahey which considers language according to form, content and use. It is carried out through multisensory resources and it is underpinned by executive functions. Strategies for specific work with children are included and which are based on this integrative approach that focuses on the child and which also prioritizes their reflection, comprehension and motivation.