Specific difficulties in reading and writing in early primary education: How to recognize, understand, and support the student

Specific difficulties in reading and writing, such as dyslexia and dysgraphia, are increasingly recognized as key factors affecting the education of students in the early grades of primary school. The aim of this review paper is to examine, based on the most recent literature, the definitions, symptoms, and educational implications of these difficulties, as well as to offer teachers practical guidelines for their timely identification and support within inclusive education. Special emphasis is placed on the role of speech and language therapists in the assessment and treatment process, as well as on the importance of individualized instruction. The paper also discusses basic strategies, highlights the significance of interdisciplinary collaboration, and points to the need for systemic support for teachers. It is emphasized that intensive speech and language therapy, professional development of teachers, and pedagogical flexibility are key prerequisites for the successful education of students with dyslexia and dysgraphia.