In recent years, the concepts of specific learning difficulties and dyslexia have dominated the field of school and educational psychology. Despite the abundance of studies from distinguished scientists, aiming to illuminate the various aspects of the topic from different theoretical approaches, these concepts continue to largely provoke questioning, disputes, and controversies.
The nature, conceptual framework, terminology, identification, development, prevalence, prognosis, and management of learning difficulties remain challenging for professionals. This book seeks to highlight and partially clarify these issues, presenting well-documented scientific data from both Greek and international contexts regarding the nature and functioning mechanisms of learning difficulties, as well as the evaluation and support of individuals facing such challenges, with an emphasis on early detection and intervention.
Specifically described are: (a) the theoretical background of reading, comprehension, and writing; (b) the classification of learning difficulties; (c) the characteristics of students with learning difficulties; (d) contemporary approaches for the assessment of learning difficulties; (e) intervention models for learning difficulties at the individual level and at the classroom level; and (f) dyslexia-friendly schools and the role of the school psychologist.
Significantly, the contribution of the distinguished professor from the University of Manchester, Peter Pumfrey, is included, who in the relevant chapter presents modern concerns regarding dyslexia. This is an effort for credible scientific information that will be particularly useful to professionals (psychologists, mental health specialists, educators at all educational levels), undergraduate and postgraduate psychology and education students, as well as any reader interested in studying the challenging, sensitive, and often 'blurred' field of learning difficulties.
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