A PSYCHOPEDAGOGICAL VIEW TO LEARNING DIFFICULTIES IN READING AND WRITING

Abstract

Learning disabilities affect a large number of children and often what starts with an apparently mild difficulty may end up needing professional monitoring. It is important that parents and teachers are not mistaken when they discover that the child has limitations in the learning process so as not to pathologize the child and make this difficulty in learning a certain skill a disorder in the child's life. In view of the difficulties the psychopedagogue must have beforehand a presentation of the possible difficulties, either by the parents or teachers, because only with this guidance will this professional draw up a strategy that establishes the most suitable method for the case. The aim of this paper is to discuss learning difficulties in reading and writing from the perspective of psychopedagogy. This is a literature review based on authors who have already addressed this topic. In conclusion, given the learning difficulties in reading and writing, the psychopedagogue has the role of: listening, diagnosing, proposing, speaking and referring students correctly to professionals when they perceive the real need.