Δυσλεξία σε παιδιά και εφήβους

Abstract

 Many efforts have been made for many years to define the phenomenon of dyslexia, which is the most well-known and common learning disorder in childhood, but which has an impact on the lives of these children. The purpose of the work is to approximate the main features of dyslexia and to present some intervention strategies in the school environment. The best approach was when the main features of dyslexia were examined and presented. In particular, dyslexic individuals may have difficulties with writing, reading, speaking, numbers, and short-term memory. However, it is proven that most dyslexic children are very intelligent and have a normal intelligence index, while at the same time they can have many talents and skills. Early evaluation also allows for timely intervention. Nowadays, there are many specialized tools for diagnosing, evaluating and intervening in this difficulty and effective strategies and curricula can be implemented especially in the school environment. Specific mechanisms have been found in reading, spelling and mathematics. It has even been observed that when a child sees that he or she can cope with the curriculum set by the teacher in the classroom, self-confidence can be automatically boosted. It is important to know and understand the main features of dyslexia so that timely and appropriate intervention can be made especially at school through a variety of specialized methods to benefit all children.