Download There is extreme heterogeneity and neurodiversity in children with dyslexia, dictated by the social context, the support and demands made on the child and at the same time by his personal characteristics and his perception of difficulties and strengths. The "evolutionary" nature of the disorder should not be forgotten, in fact DSA tends to improve spontaneously over time, so the most serious moment of the disorder coincides with the greatest demands on reading and writing, the school period; specifically, in reading, there has been a tendency to improve more in medium-mild dyslexics, but the disorder never seems to fully compensate. In addition to the degree of severity, the specific learning disorder changes shape over time, think of the countless cases of learning disorder with a previous language disorder. The thesis delves into the specific reading disorder with particular attention to text comprehension, which should not be considered as an aspect disconnected from learning, but a fundamental aspect in the construction of the child's school life. Achieving a correct and meaningful reading of a text constitutes the necessary prerequisite for the study of all other school subjects, to the point that a difficulty in reading, encountered in the first years of school, will end up spreading like wildfire, having a negative impact on on other learning. We also propose a focus on the emotional aspects, on how the environment and the psychological structure of the individual are crucial in the positive/negative evolution of the disorder. We focus in particular on the case of Emma, a child who was assessed for the first time when she was in pre-primary school. The three neuropsychological assessments carried out over the years and the related interventions were described, up to the middle of the fourth primary class with a mild Specific Learning Disorder (ICD 10 code F81.3), which concerns the areas relating to reading (Developmental Dyslexia F81.0), and with repercussions in understanding the text. The focus was on the last three-month treatment cycle; the choice of the objectives of the rehabilitation project had to take into account Emma's difficulties, but above all her well-being and her priorities.