Download The present work aims to describe the text comprehension disorder, referring to existing scientific literature.
The first part analyzes the possible causes of the disorder, considering that comprehension involves many different skills, and also explores the possible associated risk factors. It also examines some neurobiological studies that have investigated the neural circuits involved in text comprehension tasks.
The second chapter discusses predictive indices, which allow for the identification of early skills related to reading comprehension and the development of appropriate interventions. Next, the assessment of the disorder is addressed, which must be conducted accurately and in accordance with clinical recommendations to reduce the risk of misdiagnosis. This section describes the main tests used to measure the subject's abilities and the methods used for qualitative observation, useful for developing a comprehensive picture of the individual's profile.
The final section focuses on potential interventions to reduce the consequences of reading comprehension disorders. The authors suggest that interventions to enhance verbal skills, listening comprehension, cognitive and metacognitive aspects, and working memory may be effective in treating the underlying deficits.
Reading comprehension is a fundamental skill in today's society; therefore, understanding this disorder is essential for early and effective intervention, preventing difficulties from compromising the academic progress and daily lives of those affected.