Difficulties with written language and inclusive learning

Abstract

In this article, Gil explains the challenge faced by children in general in the initial learning of reading and writing. Her aim is to highlight the difference between the difficulties and obstacles inherent to this process and specific learning disorders. The author, as a professional of an educational psychology team, explains the coexistence of different visions on the initial learning of written language and how the overly simplistic view of this process could unfortunately be the cause for approximations and errors that, inevitably, lead learners in their initial period to being diagnosed with disorders. In her opinion, the learning process ofwritten language is poorly accompanied in education and is still perceived as too simple and linear despite the fact that tests and assessments reveal that a significant percentage of the population shows evidence of clear difficulties.