Abstract:

Through reading, people acquire and transmit information in society, making it a basic tool for everyday life that activates memory and releases our emotions. It is therefore a complex cognitive process involving a multitude of simultaneous operations and is also the means by which students acquire information through study. Therefore, it is vital to understand the difficulties that may arise in this process and how to intervene to improve them, aiming to promote educational success.

Reading comprehension is understood as the ability of individuals to understand what is being read. This involves recognising the meaning of the written text using the spelling of the language, as well as being able to structure the communicated knowledge, which depends on different semantic processes. Many of our students experiences difficulties in this process of reading comprehension, especially nowadays when new technologies and the use of multimedia applications sideline reading as a means of transmitting information. This context poses a problem for students when interpreting problems and intervening in their resolution, as well as an alarming situation for teachers who see how academic failure gradually increases in the classroom.

The aim of this work is to raise teachers' awareness and to collect some of the tools used to detect reading and writing disorders. To this end, the most frequent problems presented by students are presented in a rigorous and exemplified manner based on teaching experience. This highlights the importance of teacher training in neurodidactics at all educational stages, as these learning problems are evident from an early age, but in many cases extend into adolescence and even adulthood. This, in turn, is an emotional problem for students with special educational needs that is sometimes not managed adequately, and can lead to dissatisfaction with the education system, depression and school dropout.

Thus, this research gathers strategies that can be applied in the school context and aims to provide teachers with tools to manage these difficulties commonly encountered in the classroom. In this way, both the problems and a guide of good practices are presented to help intervene in the classroom and encourage students to improve their academic performance. The entire process is carried out using real examples and simple exercises to enhance students' performance in the school environment.

Keywords:

Learning difficulties, literacy, diagnosis, assessment, neurodidactics.