CONTRIBUTIONS OF NEUROPSYCHOPEDAGOGY TO THE DIAGNOSIS AND INTERVENTION IN DYSLEXIA

Abstract

This article aimed to study the contributions of neuropsychopedagogy to the early diagnosis and intervention of individuals with dyslexia, considering the impacts of this specific learning disorder on school, emotional, and social development. The methodology employed in this study was a bibliographic review, submitted to qualitative and descriptive analysis through the survey of scientific publications published between 2007 and 2025 in databases such as SciELO and Google Scholar, using the terms: dyslexia, neuropsychopedagogy, neurosciences, and intervention. The results showed that neuropsychopedagogy plays a relevant role in the early identification of signs of dyslexia, in the assessment of cognitive functions involved in learning, and in the development of individualized intervention strategies. The importance of collaboration among the neuropsychopedagogue, school, family, and other professionals who support individuals with dyslexia was also observed. It is concluded that neuropsychopedagogical practice promotes more humanized and effective approaches, expanding the possibilities for inclusion, learning, and the overall development of individuals with dyslexia in the school environment.