Neurocognitive and educational frameworks used to support students with conditions such as dyslexia, dyscalculia, dysgraphia, and dyspraxia
DOI:
https://doi.org/10.56294/neuro2024137Keywords:
Neurocognition, Language disorders, Students, Dyscalculia, Educational strategiesAbstract
Introduction: Understanding neurocognitive frameworks applied to specific learning difficulties, such as dyslexia, dyscalculia, dysgraphia, and dyspraxia, is a fundamental axis for the design of evidence-based educational interventions. These conditions, classified within neurodevelopmental disorders, are characterized by alterations in specific brain circuits that affect the acquisition and automation of essential academic skills, without the existence of a global intellectual deficit. Objective: To describe the neuroanatomical and neurocognitive frameworks related to the support of students suffering from pathologies such as dyslexia, dyscalculia, dysgraphia, and dyspraxia. Methods: A critical analysis of the specialized literature was carried out in September 2025, covering the results of publications made from any year due to the few bibliographies found in three databases: Elsevier, Google Scholar, and PubMed. Clinical, controlled, and randomized trials, including multicenter studies, were included. Development: In the field of neuroeducation, French and German literature has provided intervention models that combine multisensory stimulation with specific cognitive training. For example, the Graphogame program, developed in Finland and adapted in France, has shown efficacy in improving phonological awareness and naming speed in children with dyslexia. Conclusions: Clinical and therapeutic strategies in neuroscience, focused on the treatment of disorders affecting language and the performance of everyday tasks, are linked to the neurocognitive profiles of the aforementioned groups.
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