Publicación: Estrategias de intervención para la corrección de los trastornos específicos del aprendizaje
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Introduction: The specific learning disorders (SLD) correspond to dyslexia, dysgraphia and dyscalculia, which are highly prevalent in the world. Objective: Identifying the most effective intervention strategies used to correct specific learning disabilities (SLD) in children aged 6-12 years. Methods: A systematic reviewing of literature was made in journals with scientific rigor and quality (e.g. Redalyc, Dialnet, Proquest, Sciielo, Taylor & Francis, Spocus, ScienceDirect, Web of Science, SAGE and Springer). Studies with control and experimental samples were included, without discrimination of language or country, in the chronological period between 2010 and 2020. Results: Twenty-six articles were identified whose 17 were eventually included in the systematic reviewing. Conclusions: It was noted that, there is a tendency to implement intervention strategies in individual modes and with digital tools, highlighting the importance of interventions intensity, as well as the strategy structuring according to the student’s difficulty degree, the increases of motivation and the reduction of anxiety, in order to generate greater effectiveness in the treatment of these disorders.