Abstract:
Difficulties in mastering certain school subjects are the most common cause of school maladaptation, a decline in the need for knowledge, and various emotional and behavioral disorders. Specifically, reading and writing disorders prevent young students from achieving performance. Various minimal neuropsychological disorders can cause difficulties in mastering written language. Primarily, writing and reading disorders are observed in children with mental disabilities, sensory disabilities (vision and/or hearing), and underdeveloped oral speech. Persistent written language disorders can occur in children with normal intelligence, in the absence of other developmental disorders. These processes may not significantly manifest in daily life, but they create serious obstacles in mastering writing or reading. In this article, we will analyze the hereditary genesis of dyslexia and dysgraphia to describe the phenomenology of these cases and facilitate the development of medical, speech therapy, psychological, and pedagogical intervention strategies.
