Dyslexia in children and young people: the criteria of psychologists and teachers

Abstract

Dyslexia is a learning disorder that affects the ability to read, write, and recognize words accurately and fluently. It is a neurological condition that affects people of all ages, but it is diagnosed more in childhood when they are just beginning to read and write. Among the most frequent symptoms can be diagnosed dysorthography, characterized by a low speed of linguistic processing to identify and manipulate phonemes. Dyslexia requires pedagogical approaches as students may not have the same ability in interventions. Persistent difficulties could generate a fixed mentality in students, the environment also influences the family and school environment, so the social and psychopedagogical context must be considered. School dyslexia in education is a problem that directly affects the education system and perpetuates cycles of social inequality. This essay examines the multiple factors that influence student dropout and integrates socioeconomic, family, pedagogical, and cultural perspectives. This leads students to join the job market early; family fragmentation, this generates emotional instability and lack of support; adolescent pregnancy, which interrupts the educational trajectory, the traditional teaching methodology that does not respond to contemporary needs, and discrimination against indigenous populations and vulnerable groups. In the 2023-2024 cycle, 72,644 cases of school dropout were registered, with a rate of 1.75% reported by the Ministry of Education, with the most vulnerable provinces being the most affected. The analysis of dyslexia is not a systematic phenomenon that integrates that simultaneously addresses the economic, social, institutional and cultural dimensions, to guarantee the right to education and promote equality in educational access and permanence.