RESUMO
Difficulties of lexical retrieval are a complex syndrome which is hard to delimit. The syndrome implies an unexpected failure in word identification, access to meaning, pronunciation and spelling. It affects individuals with normal intelligence and interferes significantly with academic achievement and with everyday tasks that involve the ability to read. It is estimated that 4% of school age children in the USA suffer from it, compared to 2% in Spain. The chronic nature of dyslexia and the social and emotional problems that it brings about are of considerable concern to education professionals. In this paper we attempt an exhaustive review of recent studies on this topic. We use this review as a basis to reflect on the repercussions of recent findings for the design of effective assessment tasks and intervention techniques.
