Rehabilitation of Reading and Writing Learning Disorder

The chapter addresses Specific Learning Disorders, which are of great interest to health and education professionals. These disorders have neurobiological bases and evidence of heredity, but they are also influenced by environmental factors that can increase or decrease the risk of their manifestation. When early diagnosis is not made and appropriate intervention is not provided during the school phase, learning problems, lack of motivation, and low self-esteem may persist throughout life. The chapter describes a neuropsychologically biased speech therapy intervention performed with an adolescent with a late diagnosis of Dyslexia, who presented difficulties in reading comprehension and lexical-semantic processing. The impacts of these difficulties in different stages of life are discussed, as well as the interventions performed and the psychosocial outcome of the case. The intervention focused on teaching metalinguistic and metacognitive strategies to expand the adolescent’s reading comprehension. The partnership between family, school, and therapists was essential to the success of the treatment. The outcome of the case was positive, with good results in terms of functionality. The chapter highlights the importance of early identification, emphasizing the need for preventive and remedial approaches to preserve the psychosocial development of the individual affected by specific learning disorders.