Fernandes, Ana MatosGonçalves, Olga Maria AlvesCarneiro, Pedro RodriguesMartins, Vânia MoraisVaz, Paula Marisa Fortunato2024-08-082024-08-082024Fernandes, Ana Matos; Gonçalves, Olga Maria Alves; Carneiro, Pedro Rodrigues; Martins, Vânia Morais; Vaz, Paula Marisa Fortunato (2024). Dyslexia: from myths to scientific knowledge, for inclusive education. In L. Gómez Chova; C. González Martínez; J. Lees (Eds.) 16th International Conference on Education and New Learning Technologies (EDULEARN24) proceedings. Palma de Mallorca: IATED. p. 5455-5460. ISBN 978-84-09-62938-1978-84-09-62938-12340-1117http://hdl.handle.net/10198/30182Dyslexia is a specific learning difficulty in reading that has a neurobiological origin and is characterized by difficulties in the correct and/or fluent recognition of words and poor spelling and decoding skills, with consequences for reading comprehension. These consequences extend beyond reading and the study of a language, and can compromise cross-curricular learning and a child or young person's entire school career. Nowadays, some myths and misconceptions about dyslexia still seem to persist, a concern that led to this work. This paper aims to clarify myths/wrong or less clear ideas about specific learning difficulties in reading - dyslexia and is the result of bibliographical research (used as a data collection technique) carried out as part of the Assessment and Intervention in Specific Learning Difficulties Curriculum Unit of the Master's Degree in Special and Inclusive Education at the School of Education of the Polytechnic Institute of Bragança - Portugal. Establishing a clear knowledge base about the problem, shared by all educational stakeholders, is essential throughout the journey from detecting the risk of dyslexia to diagnosing it. In this sense, based on scientific evidence from bibliographic research, it is possible to debunk myths or misconceptions, among others: 1) In dyslexia, intelligence is at or above average; 2) Dyslexia has no cure; 3) Dyslexia is not related to vision problems; 4) Not all children with difficulties in learning to read have dyslexia; 5) Dyslexia can, and should, be identified early; 6) Children with dyslexia can succeed at school; 7) Boys and girls have dyslexia; 8) Not all pupils with dyslexia swap letters. Thus, based on our experience working in a school context, we conclude that there are still several misconceptions surrounding dyslexia, which it is essential to clarify. Only based on scientific knowledge, and not deep-rooted myths, can we prevent and intervene early to avoid serious consequences for the academic success of children and young people with dyslexia. We therefore believe that this work is particularly important for parents and guardians, educators, teachers, and technicians in the context of an inclusive school and education.engDyslexiaMythsScientific knowledgeInclusive educationResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Psychologyconference paper10.21125/edulearn.2024.1329