Download This thesis analyses the Specific Learning Disorders (SLD), with particular reference to the developmental dyslexia, a neurodevelopmental disorder characterized by persistent difficulties in reading accuracy and speed, in the presence of adequate intellectual functioning and suitable educational opportunities.
The first part explores the main theoretical aspects of SLD, including the definition, diagnostic criteria, multifactorial etiology, prevalence, comorbidities, and the impact on emotional and social functioning.
Subsequently, attention focuses on developmental dyslexia, examining the main interpretative models, neurobiological aspects, evolution over the course of development, and the most frequent associations with other neurodevelopmental disorders.
A further section is dedicated to diagnosis and neuropsychological evaluation, understood as multidimensional procedures necessary to outline the functional profile of the subject and to guide the clinical intervention.
The thesis also explores the main treatment models, highlighting the importance of early, specific, intensive, and personalized interventions, integrated with compensatory tools and digital technologies.
Finally, through the presentation of a clinical case, we illustrate how individualized care, shared with the family and school, can promote improvement in reading and writing skills, academic independence, and the child's overall well-being.