Γνωστικά ελλείμματα των παιδιών με δυσλεξία

Abstract

In recent years, learning difficulties have been at the heart of a multitude of research, studies and publications. Dyslexia as a neurological, psychological and educational disorder related to the learning of writing (writing, reading and spelling) is the most important and most serious learning difficulty. The process of learning writing, reading and writing, is a complex cognitive function in which basic cognitive skills are involved in the processing of information, namely memory, perception, thought, and language. Disorders or deficits of specific abilities make learning difficult and cause difficulties in the general learning pathway of children. The present paper will focus on the weaknesses of students with dyslexia in cognitive functions, as recorded in research, in areas of perception (visual and acoustic), automation, memory, phonological awareness and metacognitive skills. It is worth noting, however, that the abovementioned characteristics are indicative because of the great diversity of learning difficulties and appear in different form and intensity in each individual. Required educational interventions should aim to strengthen children's deficits not only in the cognitive and learning sectors but also in the psychosocial.