The dyslexia from the historical-cultural theory: a proposal for a comprehensive intervention in the cuban educational system

Abstract

Education is closely related to human development. This relation is interpreted in different ways in Psychology which is evidenced in the different theories, methodologies and practices existent today. This radically impacts the study and intervention of people with learning disabilities. In this article we carry out a critical analysis of the studies of dyslexia based on the Historical Cultural Theory. We will show how the basic conceptions of this learning disability lead to interventional methodologies through insurmountable paths to achieve their primary objective: awareness phonological. In contrast, the Historical Cultural Theory, theories and methodologies provide the necessary and essential conditions for the development of word sound analysis to prepare children for learning to read and write. This is part of the comprehensive response of the Cuban educational system to the phenomenon of dyslexia, where the qualities to be able to read and write are not considered innate qualities, but rather the product of a complex human development promoted by education.