Speech therapy intervention in children with specific learning difficulties in writing.

Abstract

INTRODUCTION: Specific Learning Difficulties (SLD) are those disorders produced by dysfunctions in one or more basic psychological processes, which cause deficiencies in the ability to understand and use spoken or written languages. These specific difficulties in learning to write are based on errors that hinder performance, leading the child to school failure. METHODS: A systematic literature review was carried out following the PRISMA methodology. RESULTS: The articles were subjected to a selection process, following the PRISMA flowchart, resulting in 60 articles that answered the research question. ANALYSIS AND DISCUSSION: The speech therapist performs an intervention in the specific difficulties of learning to write based on the reinforcement of the skills that the child develops at visual, auditory and motor levels, which allow him/her to develop phonological awareness for the performance of learning to write CONCLUSIONS: Finally, it is necessary that the speech therapist works mainly on phonological awareness, reinforcing the skills that the child should develop to achieve the monitoring and practice of this process. It is of vital importance that the child develops all these skills according to his/her age and manages to integrate them in order to achieve a significant learning in this case during the school age.