Description

Objective: To know the conceptualization of reading and writing as part of basic academic skills and its evaluation and intervention process from a neuro psycho-pedagogical approach. Materials and methods: this article is the result of a documentary review of scientific publications in specialized databases such as Dialnet, Scielo, Scholar, with a sample of 37 publications, selected from the descriptors of reading, writing, speech disorders reading and writing, evaluation tests and intervention methods in disorders of basic academic skills. Results: reading and writing have a variety of definitions, finding the most conclusive as those skills that involve neurophysiological, neuropsychological, and pedagogical processes that entail structuring a neuro psycho-pedagogical process of basic academic skills. Conclusions: there are standardized tests that allow reading and writing to be evaluated in a more precise and effective way, allowing greater clarity in the therapeutic intervention according to the user’s needs.