Abstract

Alterations in the reading process are relatively common in the different educational establishments, particularly those which assist children and adolescents with emotional deprivation and sociocultural. His implication is so crucial, because it is the gateway to learning and content deployed throughout the education cycle. Following the previously need to be addressed early, encouraging all those neuropsychological functions considered essential for the development of reading. However, sometimes this research does not occur in the first years of formal education, bringing these complications in subsequent years, with the adverse consequences that this entails. The aim of this article is to show a program of neuropsychological intervention focused mainly on stimulating phonological level of language, in a case of a teenager with changes in the reading process. The results show improvements in indicators considered for this research and speed and reading ability.