DYSLEXIA REGARDING SCHOOL CONTEXT

Learning and knowledge creation - from brain to experience

22/01/2024

Authors:
Naroa Claudio de León,
Sara Pérez Nevot and
Telmo Zabala Entenza.
 INDEX

ABSTRACT 2
KEY WORDS 2
INTRODUCTION 3
1. NEURODIVERSITY 4
2. WHAT IS DYSLEXIA? 4
3. ORIGIN AND CAUSES 5
4. HOW TO DETECT AND HOW DOES AFFECT TO THE PERSON 7
4.1 School evaluation 7
4.1.1 Assessment of Reading and Writing 7
4.1.2 Evaluation of Phonology and Decoding 7
4.1.3 Evaluation of Phonological Awareness 8
4.1.4 Evaluation of the Processing Speed 9
4.1.5 Evaluation of the Reading Comprehension 9
4.2 Behavior Observation 10
4.3. Family history 11
4.4. Psychological Assessment 12
5. HOW TO PREVENT 13
5.1. Early detection 13
5.2. Early intervention 13
5.3. Multisensory Approach in Teaching 14
5.4. Adaptations in the classroom 15
6. ACTIVITIES TO WORK WITH CHILDREN 17
7. BIBLIOGRAPHY 20

1
ABSTRACT

Dyslexia

KEY WORDS

Neurodiversity, dyslexia, education, learning difficulties, detection, prevention, intervention

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INTRODUCTION

Dyslexia, a disorder that affects the acquisition of reading and writing skills, has captured our
attention in the educational field due to its significant impact on the learning process. This
paper focuses on understanding and addressing dyslexia from the perspective of
educational habits, recognising the importance of considering this condition in the classroom
in order to promote inclusive pedagogical practices.

The main objective of this work is to explore various aspects related to dyslexia, from
neurodiversity to its origin, cognitive processes affected, detection methods, impact on the
individual and preventive strategies. The choice of this topic is based on the significant
prevalence of dyslexia, which, according to different measurement instruments, ranges from
5 to 15 % in educational settings.

This means that in a typical primary school class with around 25 pupils, it is likely to find at
least one student with dyslexic difficulties. This reality underlines the need to address
dyslexia in the classroom, as learning to read can become a barrier to the academic and
personal development of affected children. Prevention, early detection and early intervention
emerge as essential elements to overcome these challenges and maximise the potential of
dyslexic students. Consequently, prevention, early detection, and timely intervention emerge
as indispensable components to surmount these challenges and unlock the latent potential
of dyslexic students.

Throughout the paper, key concepts related to dyslexia will be explored, providing a
comprehensive understanding of this condition and highlighting the importance of
implementing inclusive educational strategies that are tailored to the individual needs of
dyslexic students. In doing so, we aim to contribute to a more personalised and empathetic
educational landscape that accommodates each student's unique learning journey,
regardless of their neurodiversity.

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 1. NEURODIVERSITY …… ……

To present the main topic of this work, we believe it is crucial to clarify the term
'neurodiversity'.

Neurodiversity recognizes that personality traits and behaviour are only one aspect of
human diversity. The term was commonly used to refer to individuals living with autism, but it
also encompasses individuals with dyslexia, attention deficit/hyperactivity disorder (ADHD),
or other conditions that make it hard for them to navigate cognitive and emotional processes
in a normal way.

The term was coined in the 1990s, when autistic rights activists founded the International
Autism Network, under the principle that this condition is not a disease, but a cognitive
processing style. Measuring autism and other mental process differences in people is the
first step in providing a truly inclusive educational experience for all according to how they
learn and perceive the world.

2. WHAT IS DYSLEXIA? …… …… ……

Dyslexia was considered a problem characterised by a reading deficit. Currently it is no

longer seen as a problem or a disease, but as a condition that a person can have. A person
does not suffer from dyslexia, but has it.

Dyslexia is a condition that affects a person's ability to read, spell, and write due to troubles
in decoding. This is a process that is based on recognizing speech sounds and
understanding how they relate to letters and words.

Dyslexia is a condition that affects children and may cause them to experience difficulties in
learning due to not achieving the complete linguistic skills of reading, writing, and spelling.

This condition is not a disease and affects within a particular subcomponent of the linguistic
system, phonological processing. It's important to note that dyslexia is not related to
intelligence; individuals with dyslexia may have average or above-average intelligence.

Dyslexia can be evolutionary, before the person learns to read and write, which can be the
result of genetic causes, prematurity or low birth weight. But it can be acquired if a child has
already learned to read and write because of a brain injury.

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 3. ORIGIN AND CAUSES … …… ……

The origin of dyslexia is neurological, there are studies that prove that people with this
condition show significant differences in neural functioning in access to reading.

There are functional alterations in the brain that affect the left hemisphere, the one that
implies the verbal processing (phonological aspects), and this generates in the person lack
of activation in this part of the brain.
This is also the reason why people that suffer from dyslexia generally think with images, as
the right hemisphere is the one in charge of the non-verbal conceptualization (visual).

When a person is dyslexic this condition originates, as I said earlier, in a problem in the left
hemisphere of the brain. So there is an alteration in the phonological path of access to the
lexicon (reading and understanding of words). Creating a deficit in the phonological
awareness of the person.

Phonological awareness is the psycholinguistic ability that allows us to manage/identify

language units (and their sounds) and manipulate them. It allows us to handle linguistic
elements, phonemes, syllables, words, sentences, sounds, graphic representations... When
there is a deficit in this ability is when dyslexia or dissortography occurs.
The phonological awareness consists of two sub-abilities, if either of which is altered affects
the entire psycholinguistic ability. The two sub-abilities are as follows:

Correspondence grapheme -
Segmental knowledge phoneme (reading)

Lexical segmentation - grapheme-phoneme (reading) c /k/

- Sentences in words (my/table) - phoneme-grapheme (writing)

Syllabic segmentation
4 TYPES of relationships between
- Words in syllables (claps) (ta/ble)
grapheme and phoneme. They are the
Intra-syllabic knowledge Grapheme - Phoneme Conversion
- CV (direct) Rules:
- VC(reverse) 1) 1 grapheme - 1 phoneme: l /l/
- CCV (locked) (other- the second 2) 1 grapheme - 2 phonemes:
consonant be R or L) a) c /k/ /ɵ/
- CVC(cal), CVV (teo), CCVC (tras), b) g also sunflower/cat
CVVV (miau), CVVVC (who), c) r Rocío/Sara

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 CCVCC(trans) d) x xylophone/ex-boyfriend
3) 2 graphemes - 1 phoneme: gu /g/
Phonemic/graphemic segmentation
a) what
- Phonetic words
b) ch
- reading is graphemic
4) 1 grapheme - no phoneme: h
- writing is phonemic (when writing 1º
I hear -the phonemes- and then I
write)

All this refers to the lexical process which is one of the 4 cognitive processes involved in
reading. The rest processes are: the perceptual, the syntactic and the semantic ones.

This process is what allows us to recognize words, access their meaning through the lexical
path and phonological path.

● The lexical path is the direct access to words, which helps us to read quickly, directly
and cleanly the words we know. In which we associate the written word with the
mental image.
● The phonological path is the indirect access, in which the graphemes and phonemes
of the word are analysed to identify it. It is an auditory perception of the word in which
the child pronounces the word sound by sound to access its meaning.

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 4. HOW TO DETECT AND HOW DOES AFFECT TO THE PERSON …

Dyslexia is a learning disorder that affects the ability to read, write and spell correctly.
Detecting dyslexia can be a complex process that usually involves observing patterns and
difficulties in academic performance and language skills. Here are some common ways to
detect dyslexia:

​ 4.1 School evaluation

School assessment plays a key role in the detection of dyslexia as this is where most of the
indicators can be observed. In this, the teacher will play a key role as he/she is the person
who will spend the most time with the student. Here are some key aspects of school
assessment in relation to dyslexia:

​ 4.1.1 Assessment of Reading and Writing

In the area of reading and writing assessment, students' reading and writing skills are
observed and assessed. These skills are very often used as they are not only very important
for personal development, but can also help to avoid or decrease these indicators. In fact, it
strengthens academic skills, providing an essential foundation for success in various school
subjects. Moreover, participation in these activities stimulates cognitive engagement,
contributing to the development of executive skills. Similarly, reading and writing also offer a
valuable opportunity to improve concentration and sustained attention, key aspects in the
management of ADHD. Consistent practice of these activities can foster written expression,
enabling people with ADHD to communicate their thoughts in a structured way and to
express their emotions.

Therefore, special attention is given to reading fluency, word decoding accuracy and reading
comprehension.

​ 4.1.2 Evaluation of Phonology and Decoding

At the same time, dyslexia is often linked to difficulties in phonological awareness, which is
the ability to recognise and manipulate speech sounds. Specific assessments in this area
may therefore include tests of phonemic awareness and decoding skills.

These tests are essential tools for assessing key aspects of phonological processing and
reading skills in students. Phonemic awareness, which involves recognising and

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manipulating individual sounds in words, is assessed through tests such as sound
segmentation and sound blending. For example, students may be asked to identify sounds
in specific words or to blend sounds to form words.

On the other hand, decoding skills tests assess a student's ability to translate letters into
sounds and words. This includes reading unfamiliar words using phonetic rules and
identifying patterns in words, such as groups of letters that form specific sounds. These tests
provide valuable information about how students approach reading tasks and how they apply
decoding strategies.

​ 4.1.3 Evaluation of Phonological Awareness

Phonological awareness, fundamental to the process of learning to read and write, refers to
the ability to recognise and manipulate the individual sounds in words. It is essential for
understanding that words are made up of sound segments or phonemes. The assessment of
phonological awareness is carried out through tests designed to measure a student's ability
in several dimensions related to the sounds of language.

The first dimension assessed is sound identification. In this test, students must demonstrate
their ability to recognise and name specific sounds in given words. For example, they may
be asked to identify the initial, middle or final sound in a given word.

Another dimension is sound segmentation, which involves breaking a word into its individual
sounds. Students should be able to separate the phonemes in a word accurately. For
example, they might be asked to segment the word "sun" into the sounds /s/ /o/ /l/.

Sound manipulation, on the other hand, assesses the student's ability to change, add or
subtract sounds in a word. This involves understanding how individual sounds affect the
structure of the word. An example would be asking students to replace the initial sound of
"duck" with another sound.

These tests of phonological awareness are crucial in identifying each student's specific skills
in relation to the manipulation of sounds in spoken language. The results of these
assessments provide valuable information for developing personalized teaching strategies
and addressing the specific needs of each student in their reading learning process.

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 ​ 4.1.4 Evaluation of the Processing Speed

The assessment of processing speed is a crucial component in the identification and

understanding of dyslexia. This condition, which affects the acquisition of reading and writing
skills, can manifest itself significantly in the speed with which students process written
information. For this assessment, different aspects such as reading and processing speed
are assessed.

Students with dyslexia often exhibit slower reading speed compared to their classmates.
This difference may be more evident during timed tests, where students are expected to
read quickly in order to process information efficiently.

Assessment of processing speed is essential because dyslexia is not only about difficulties
in decoding words, but also about the speed with which they can be processed and
comprehended. Slow reading can affect a student's overall academic performance and
self-esteem.

The results of these assessments can inform the adaptations and educational strategies
needed to support students with dyslexia. They may include providing more time on tests,
using assistive technologies, and offering specific interventions to improve processing
speed.

​ 4.1.5 Evaluation of the Reading Comprehension

Assessment of reading comprehension is crucial to identify possible indicators of dyslexia.

Although accurate decoding is essential, reading comprehension involves the ability to
understand and retain the meaning of text. In students with dyslexia, difficulties in
comprehending meaning may be observed, even if they decode words accurately. This may
manifest itself in superficial comprehension and problems remembering the information read.

Standardised reading comprehension tests are key tools in this assessment. These tests
include questions that require inference, identification of key details and synthesis of
information. In addition, listening comprehension assessments can also be useful, as they
assess comprehension independently of decoding skills. In this assessment, what is sought
are indicators of understanding the meaning of words, recalling what was previously read,
and fragmentary comprehension.

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Observation of student performance in reading comprehension activities in the classroom
provides a practical perspective. It can reveal consistent patterns of difficulties and
contribute to early identification. Identifying specific reading comprehension difficulties
informs intervention strategies, such as pedagogical approaches focused on improving
comprehension, study skills and curricular adaptations that address the individual needs of
the student with dyslexia.

​ 4.2 Behavior Observation

Behavioural observation is a valuable tool for detecting possible signs of dyslexia. Here are
some specific things that observers, such as teachers or parents, can look for:

● Reversal of Letters and Words: Dyslexia can manifest itself in writing with the
reversal of letters or words. For example, a student might write "b" instead of "d" or
"was" instead of "saw". Persistence of these errors, beyond what is expected in
typical development, may be a sign of dyslexia.
● Reading Difficulties: Children with dyslexia may have persistent difficulty
recognising and remembering common words. They may read slowly and may have
trouble understanding the meaning of what they have read.
● Writing Problems: In addition to letter reversal, dyslexia may manifest itself in
writing through inconsistent spelling and frequent grammatical errors. They may also
have difficulty expressing their thoughts coherently in writing.
● Resistance to Reading and Writing: Children with dyslexia often experience
frustration and anxiety associated with reading and writing. They may resist engaging
in written language activities and avoid them whenever possible.
● Organisation and Sequencing Difficulties: Dyslexia can affect the ability to
organise and sequence information. Children may have difficulty following written
instructions or organising their thoughts logically when writing.
● Phonological Awareness Difficulties: Phonological awareness, the ability to
recognise and manipulate speech sounds, is often impaired in people with dyslexia.
This may manifest in difficulties rhyming words, breaking words into syllables or
recognising specific sounds.
● Difficulties in language acquisition: Children with dyslexia may have experienced
delays in language acquisition during childhood, such as difficulties learning to speak
and remembering words.
● Emotional Reactions: Frustration, embarrassment or avoidance of activities related
to reading and writing may indicate underlying difficulties. Observing emotional

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 reactions can provide clues about the impact of dyslexia on a child's self-esteem and
emotional well-being. Behavioural observation can also include levels of frustration,
such as identifying signs of frustration or anxiety during reading activities. Dyslexia
can generate feelings of frustration when faced with persistent challenges in
decoding and comprehending words. Or identify compensatory strategies, such as
observing whether the student uses compensatory strategies, such as guessing
words instead of decoding them, to comprehend the text. These strategies may be
an indicator of possible underlying difficulties.

Behavioural observation should be done in a careful and sympathetic manner, and it is

important to remember that these signs may vary between individuals. Furthermore, not all
children who display these behaviours necessarily have dyslexia. A more comprehensive
assessment, including specific tests and consultation with health and education
professionals, is essential for an accurate diagnosis and the implementation of appropriate
support strategies.

​ 4.3. Family history

Exploring family history is an essential component in the assessment of dyslexia, as this

condition often has a genetic basis. Examining family history provides valuable information
about genetic predisposition and can be key to early identification and effective intervention.

Dyslexia tends to run in families, which means that if there is a family history of dyslexia or
other learning disabilities, the likelihood that a child will also have it can increase
significantly. By reviewing family history, educators and health professionals can identify
recurring patterns and make connections between generations.

Early identification of dyslexia through family history assessment allows support strategies to
be implemented in a timely manner. If family history is known, more specific assessments
can be conducted and early intervention can be offered to address reading and writing
difficulties before they significantly impact academic performance.

Therefore, open and collaborative communication with the family is crucial. By being aware
of the family background, educators can work closely with parents to understand the
student's needs and design a personalised support plan. It also provides parents with
resources and strategies to support learning at home.

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The family history assessment not only serves as an indicator of possible genetic risks, but
also lays the foundation for a comprehensive understanding of the student and his or her
context.

​ 4.4. Psychological Assessment

Psychological assessment plays a crucial role in the diagnosis of dyslexia, as it allows for a
deeper understanding of the individual's cognitive and linguistic abilities. Detailed testing by
a mental health professional, such as an educational psychologist or neuropsychologist,
provides a holistic view that goes beyond simply observing behaviours.

An educational psychologist or neuropsychologist has the training and experience to conduct

specialised assessments that address specific areas related to dyslexia. These
professionals can administer standardised tests and clinical interviews to accurately assess
the individual's cognitive, linguistic and emotional abilities.

In terms of detailed testing, one such test is a psychological assessment, which may include
tests designed to measure specific aspects such as memory, attention, processing speed
and language skills. These detailed tests can identify areas of strength and weakness,
providing valuable information about the student's cognitive profile.

Psychological assessment is also crucial in making a differential diagnosis, i.e. distinguishing

dyslexia from other conditions that may present similar symptoms. This contributes to an
accurate diagnosis and the implementation of specific intervention strategies to address the
student's individual needs.

Based on the results of the psychological assessment, a personalised intervention plan can
be developed. This plan may include specific strategies to improve reading, writing and other
cognitive areas affected by dyslexia.

In summary, psychological assessment is a critical component in the process of identifying

and understanding dyslexia. It provides detailed information that guides the planning of
effective interventions and contributes to a holistic approach to supporting the student with
dyslexia.

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 5. HOW TO PREVENT …… ……

The first question that comes to mind is whether dyslexia can be prevented. And, to date, we
know that it is a learning disorder that has a genetic basis, and so far, there is no evidence
that it can be prevented in the conventional sense, as genetic predisposition plays a crucial
role in its development. However, there are early interventions and educational strategies
that can mitigate its effects and improve reading and writing skills in at-risk children.

In fact, several studies have shown that early identification of risk factors for dyslexia, such
as difficulties in phonological awareness, and the implementation of specific interventions
can improve reading skills and reduce associated difficulties.

For this reason, there are steps that can be taken to identify and address early reading and
writing difficulties associated with dyslexia.

5.1. Early detection

Early detection of dyslexia involves identifying signs and difficulties in reading skills and
phonological awareness in children at preschool age or during the early primary school
years. Some key strategies and aspects of early detection are: assessments of reading
skills, phonological awareness, explained above, observation of behaviour, family history
and collaboration between parents and teachers.

Early detection does not involve labelling a child, but rather identifying areas where they may
need additional support. Early intervention and the design of adapted educational strategies
can make a big difference in the long-term academic success of children at risk of dyslexia.

5.2. Early intervention

Early intervention is essential to address the reading and writing difficulties associated with
dyslexia. These include specific reading programmes, which are reading programmes
specifically designed to address the needs of children at risk of dyslexia. These programmes
usually focus on the development of phonological skills, letter identification, decoding and
reading comprehension.

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The multisensory approach is another area that needs to be considered. Many early
intervention programmes adopt a multi-sensory approach that involves different learning
channels, such as visual, auditory and kinaesthetic. This approach recognises and works
with the different ways in which children can process information.

In turn, for early intervention, personalised support is another useful tool. Early intervention
should be tailored to the individual needs of each child. Some children may need more
support in letter identification, while others may require more practice in decoding words.
Personalisation is key.

At the same time, parental involvement is essential. Parents can receive guidance on how to
support learning at home and work in partnership with teachers to reinforce skills developed
at school. They can also help create a supportive environment. It is crucial to create a
learning environment that is positive and encouraging. A child's confidence and self-esteem
are important components of their academic development, and a supportive environment
helps to strengthen these aspects.

Early intervention aims not only to improve reading skills, but also to foster a positive attitude
towards learning. By addressing difficulties from an early age, the foundations can be laid for
continued successful academic progress.

5.3. Multisensory Approach in Teaching

The multisensory approach to teaching is presented as a particularly useful strategy to

address dyslexia, a learning disorder that affects the ability to read, write and spell fluently.

In this context, the multisensory approach is effectively adapted to address the specific
needs of students with dyslexia. By incorporating various sensory modalities, such as sight,
hearing, touch and movement, this approach addresses the diversity of learning styles and
helps to strengthen the neural connections necessary to overcome the barriers associated
with dyslexia.

● Visual: Using visual elements, such as large, clearly written letters, graphics and
colours, the association between visual symbols and their corresponding phonetic
sounds is reinforced.
● Auditory: Activities involving pronunciation of words, auditory discrimination of
sounds and participation in oral narratives help to improve phonological awareness
and the ability to recognise speech sounds.

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 ● Tactile: The use of tactile materials, such as tactile letters, puzzles and various
textures, allows students with dyslexia to explore and associate letters and words
with tactile experiences, thus strengthening muscle memory and the connection
between symbols and sounds.
● Kinesthetic/Motor: By incorporating activities that include movement, gestures and
interactive games, learning is stimulated through physical experience, contributing to
better retention and understanding of concepts.

This multisensory approach offers a variety of experiences that reinforce the association
between letters, sounds and words, thus facilitating the overcoming of reading and writing
difficulties associated with dyslexia. The diversification of sensory modalities provides
multiple pathways for students to internalise information, promoting more effective and
sustainable learning.

5.4. Adaptations in the classroom

Observing the student's response to classroom accommodations and support is critical to

identifying and addressing the reading and writing difficulties associated with dyslexia. The
effectiveness of specific adaptive strategies designed to address these difficulties provides
valuable information about the student's individual needs.

Adaptive strategies may include modifications over time, access to assistive resources such
as audio recordings of texts, and the use of assistive technologies such as read-aloud
programmes or word processing software. Observation of student performance in classroom
reading activities, as well as their emotional reactions to reading and writing tasks, provides
information about their comfort level and decoding skills.

Ongoing feedback from the educator, through regular conversations with the student, can
provide valuable insights into effective strategies and those that may need adjustment. In
addition, collaboration with specialised professionals, such as reading specialists or
educational psychologists, can provide additional strategies and personalised approaches to
support the student.

It is essential to emphasise that school assessment is not a one-off process; rather, it

involves continuous observation and adaptation of teaching strategies to address the
specific needs of each student. If signs of dyslexia are identified during school assessment,
further evaluation by professionals in special education or educational psychology is

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recommended for accurate diagnosis and implementation of appropriate intervention
strategies.

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 6. ACTIVITIES TO WORK WITH CHILDREN ……. .

Working with children with dyslexia involves incorporating activities that target specific areas
affected by the condition, such as phonological processing, orthographic processing, and
reading comprehension.

Visual discrimination of Place the head to the right Cross out the "ma" syllables
letters b-d. Paint with the or left as "m" or "n"
indicated colour

Strike the group as an Indicates if the following Underlines the word equal
evocative "ua". Circle words are the same or to the model
vowels different

Hearing discrimination. Final Rhymes Phonetic discrimination.

sounds Initial sounds

Put together words that rhyme

In addition, there are numerous books adapted for readers with dyslexia. Such as the
following:

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 1. “El principito” 2. “El dragón de las estrellas”

3.” Tengo Dislexia”

The “Hangman” is a word game in which one player thinks of a

word and represents each letter of that word with underscores. The
other player tries to guess the word by proposing letters. If a
proposed letter is in the word, the player thinking of the word
reveals it in its corresponding position; otherwise, a part of a
hanged doll is drawn. The object is to guess the word before the
drawing of the hanging doll is completed. This game can be
beneficial for children with dyslexia by coming up with letters and
discovering their position in the word, the hangman game helps children practise and
improve letter recognition and the relationship between sounds and written symbols. When a
child suggests a letter, he or she is actively participating in the process of letter recognition.
The connection between the sound of the letter and its written form is strengthened each
time the child correctly guesses a letter and sees it revealed in the word.

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Rhyming Games:

Rhyming games are a fun way to help children develop their phonemic awareness. Rhyming
means words that have the same ending sounds. For example, "cat" and "hat" rhyme
because they both end in the "-at" sound. By practising rhyming, children are getting ready
to understand word patterns, which is important for reading.

How to Play Rhyming Games?

1. Identify Rhyming Words: Start by introducing pairs of words that rhyme. You can say
words like "cat" and "bat" and ask the child if they sound the same at the end.
2. Engage in Rhyming Activities: Encourage the child to come up with their own words
that rhyme. You can say a word like "fox" and ask them to think of a word that
rhymes, like "box" or "socks."
3. Rhyme Recognition: Use pictures or objects to make it more visual. Show a picture of
a cat and ask the child to find another picture that rhymes with it.
4. Create Rhyme Stories: Make up simple stories or rhymes where the endings of the
words rhyme. For example, "The cat sat on the mat."

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 7. BIBLIOGRAPHY

28 recursos para trabajar la dislexia en casa y en clase. (2023, septiembre 25).

https://www.educaciontrespuntocero.com/recursos/recursos-dislexia-alumnos/

Dyslexia—Symptoms and causes. (2022, agosto 6). Mayo Clinic.

https://www.mayoclinic.org/diseases-conditions/dyslexia/symptoms-causes/syc-20353552

¿Qué es la neurodiversidad? - Observatorio / Instituto para el Futuro de la Educación

(tec.mx). (s. f.). Bing. Recuperado 8 de enero de 2024, de
https://www.bing.com/search?pglt=41&q=¿Qué+es+la+neurodiversidad%3F+-+Observatorio
+%2F+Instituto+para+el+Futuro+de+la+Educación+(tec.mx)&cvid=a84be680a1244493960e
fb78e40fb402&gs_lcrp=EgZjaHJvbWUyBggAEEUYOdIBBzQ0M2owajGoAgCwAgA&FORM
=ANNTA1&PC=LCTS

Rello, L., & Pavón, C. (2021, junio 10). CUENTOS Y LIBROS PARA LA DISLEXIA |
Blog de Change Dyslexia. https://blog.changedyslexia.org/cuentos-y-libros-para-la-dislexia/

Tamayo Lorenzo, S. (2017). LA DISLEXIA Y LAS DIFICULTADES EN LA

ADQUISICIÓN DE LA LECTOESCRITURA. Profesorado, Revista de Currículum y
Formación del Profesorado, 21(1), 423-432.
https://doi.org/10.30827/profesorado.v21i1.10372

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