Dislexiaren definizioa eta honi aurre egiteko ikerketen azterketa: literaturaren berrikusketa sistematikoa

Abstract

Dyslexia is an increasingly evident reality in today's classrooms. In view of this reality, the main objectives of this work were to define dyslexia, to analyse the influence of dyslexia on the learning process and to analyse what kind of interventions exist around dyslexia in primary school. To this end, a systematic review of interventions to face dyslexia has been carried out. The PICO strategy was used for this literature review. The question formulated on the basis of this strategy was: What interventions have been implemented during the primary education period to face dyslexia? The article selection process was carried out in 3 stages and a total of 21 articles were identified. A descriptive study and a content analysis was carried out. The results highlight the academic literature on the definition of dyslexia and  its influence in classroom. Also, in this section, 10 different methodologies to face dyslexia were analysed. In summary, most interventions address reading speed, phonemic awareness and reading accuracy to face dyslexia. However, some interventions address psychomotor development and social-emotional well-being to face dyslexia; approaches that are innovative and may be of interest for the future.