PSYCHOPEDAGOGICAL STRATEGIES FOR OVERCOMING LEARNING DIFFICULTIES IN LITERACY ACQUISITION

Abstract

This article analyzes psychopedagogical interventions aimed at supporting children who experience learning difficulties during the literacy acquisition process. The objective is to understand how specialized mediation contributes to overcoming cognitive, emotional, and pedagogical barriers that interfere with reading, writing, and phoneme-grapheme correspondence. This is a qualitative bibliographic study based on classical works and recent publications on psychopedagogy, literacy acquisition, literacy development, phonological awareness, and inclusive education. The analysis indicates that learning difficulties cannot be reduced to an individual student's failure, as they involve neuropsychological, emotional, social, and methodological factors. The findings highlight the importance of playful teaching strategies, formative assessment, qualified listening, curriculum adaptation, and collaborative work among schools, families, and support professionals. It is concluded that the psychopedagogical approach helps reframe learning errors, strengthen students' autonomy in knowledge construction, and promote their active participation in written language practices. These findings emphasize the need for educational practices that integrate phonological awareness, literacy development, and emotional support during the early years of schooling.