Abstract

COSTA, Raimundo José Macário  and  PIRES, Emmy Uehara. The use of technologies in specific learning disorder. Rev. psicopedag. [online]. 2025, vol.42, n.128, pp.355-372.  Epub Sep 12, 2025. ISSN 0103-8486.  https://doi.org/10.51207/2179-4057.20250025.

Specific Learning Disorder has a neurobiological origin and is mainly characterized by difficulty in word recognition, decoding, and spelling abilities. The objective of this article is to present a systematic review of studies on interventions in children and adolescents with learning disabilities that use computer technology published in the last ten years and made available in the SciELO, PePSIC-VHL, APA, ERIC and Medline/PubMed databases. According to the PRISMA methodology, 13 articles were selected and analyzed based on the inclusion/exclusion criteria. In the selected studies, only children and adolescents between 6 and 12 years old participated in the research, ranging from one to 600 participants. They involved training in reading deficiencies such as comprehension and accuracy, recognition of graphemes and phonemes, and spelling, with sessions ranging from one to three months. No study included strategies for transfer and generalization skills, and only three conducted follow-up. However, all study reviewed demonstrated positive results in interventions in Specific Learning Disorders, whether with typical and atypical development. Therefore, training in children and adolescents with Neurodevelopmental Disorders has proven to be particularly interesting for the advancement of the students in their academic and daily life.

Keywords : Intervention; Dyslexia; Computational Technology; Neuroscience.

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