Abstract

Reading difficulties are common complications on diverse educational contexts, therefore, having different therapeutic alternatives acquires relevance. Objetive: To implement an intensive neuropsychological intervention program in a student with reading process difficulties. Method: A mixed cualitative-cuantitative method was used, a single instrumental case study, with a pre-post program assessment, specifically known read words, pseudo-words and reading speed. For the intervention, a remedial neuropsychological reading treatment program was made, with 16 sessions, distributed in 4 weeks, 20 minutes per session length. Results: The student had an improvement of the previously mentioned abilities compared to the moment before the application of the program and reads up 51,1% more words in a minute. Conclusions: It's concluded that a suitable assessment and intervention process is essential, regarding literature mentions.