Técnicas de intervención psicopedagógicas para la dislexia en edad escolar. Revisión bibliográfica

Abstract

The purpose of this research is to analyze and synthesize psychoeducational intervention techniques for dyslexia in school-aged children, based on a literature review of scientific findings published between 2017 and 2025, using a qualitative approach focused on the interpretation and understanding of the information. According to (Gómez & Cortez, 2024), dyslexia is a specific learning disorder, with a higher incidence in the educational field, primarily affecting reading, writing, and reading comprehension, which directly impacts academic performance, emotional development, and social development. This research identified various psychoeducational intervention techniques, including strategies aimed at developing phonological awareness, the multisensory approach, and the use of visual and technological supports. These findings highlight the importance of applying psycho-pedagogical interventions based on scientific evidence, as they promote a more positive teaching-learning process, as well as the implementation of inclusive educational practices aimed at students with dyslexia.