Introduction:

Dyslexia as an educational need requires specialized attention. When this is not achieved by the teacher and those who exert a formative influence on children, it can bring educational and emotional consequences.

Objective:

To describe the current trends in the approach to dyslexia, according to current studies related to the topic.

Methods:

A literature review of 68 documentary sources was carried out in Google scholar, Academic Search Complete, Lilacs and Scielo; using as key words: dyslexia, learning difficulty, neurological basis, and emotional and educational consequences of dyslexia; in Spanish and English; with emphasis on publications of the last five years. The selection included articles from scientific journals, research reports and books, although 31 sources were cited in the text. The analysis of the identified contents was made from a perspective of reflection, using analytical-synthetic, historical-logical and dialectical methods.

Conclusions:

Dyslexia research has focused more on neural networks and their implications for cognitive functions; the influence of phonological awareness on reading competence; and the possibility that activation of the right hemisphere is relevant in the case of dyslexia. It was also found that there are not many studies related to their educational and emotional consequences, their implications for learning, and even less, to teacher training to meet this need from an integrative conception of education, emotional and neurocognitive.

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