Psychopedagogical attention for students with reading learning disabilities

Abstract

Psychopedagogical attention is decisive to determine the causes that underlie the manifestations of academic difficulties and guide educational actions that promote the integral development of students with learning difficulties in an educational institution. The objective of this article is to critically analyze the scientific bibliography on the terms related to difficulties in learning to read and psycho-pedagogical attention, determining the features that typify the psycho-pedagogical attention of these students. A bibliographic review was carried out on the terms related to difficulties in learning to read and psycho-pedagogical attention, for which methods such as historical-logical, analytical-synthetic and inductive-deductive were applied, which allowed determining the essential elements of value found in research on the subject. Premises are proposed that constitute a synthesis of the foundations of psycho-pedagogical attention that students with difficulties in learning to read should receive.