Resumen

ALVAREZ, Daniel Rosas; SOLOVIEVA, Yulia; CRUZ, Pedro L. I. Bautista  y  MENDOZA, Monserrat Castrejón. Contributions of the evaluation and intervention of dyslexia from the historical-cultural approach in students with extensive delays in school learning. Neuropsicologia Latinoamericana [online]. 2024, vol.16, n.3, pp.70-80.  Epub 05-Dic-2025. ISSN 2075-9479.  https://doi.org/10.5579/rnl.2024.0876.

Given the consequences left by the Covid 19 pandemic in the educational field, it is necessary to propose, implement and evaluate the scope of non-traditional methods that help reverse the lag in school learning that different students developed, especially those who already had difficulties prior to the health crisis. The historical-cultural approach provides theoretical and methodological principles that allow the therapist and educator to work in a new way on the causes that give rise to different learning problems and not on the symptoms, as most traditional methods do. This text, based on the presentation of theoretical principles and a clinical case, aims to show the scope of the historical-cultural approach to promote development and learning in children who have been diagnosed whit dyslexia during the pandemic period. As shown by the results of the intervention in the clinical case, based on a conception of difficulties other than the dominant one, it is possible to help overcome the school learning gap in children who present various reading difficulties developed during the time of the pandemic, thanks to the design and application of innovative intervention programs focused on the creation and use of signs that facilitate overcoming learning difficulties.

Palabras llave : learning problems; reading problems; syndromic analysis; functional systems; historical-cultural neuropsychology.

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