Dyslexia is the most studied category of specific learning difficulties. The multitude of research studies on this topic has contributed to defining the nature of this particular difficulty and demonstrating the multiplicity of its causes, resulting in the application of appropriate educational intervention strategies.

However, there is a noticeable lack of relevant literature - especially Greek - concerning issues related to the emotional and social development of dyslexic children and adolescents. This book aims to highlight the role of social-emotional factors in the remediation of reading difficulties, as well as the personal development of dyslexic children.

This endeavor is based on the exploration of two central questions: To what extent can a child's emotional problems contribute, in some cases, to the manifestation of dyslexia? What are the implications of dyslexia and subsequent school failure on the psychological world and social behavior of the child and adolescent?

Research evidence supports the presence of emotional and psychosocial problems in dyslexic children. The critical analysis of the studies, which is the goal of the author, raises the possibility of interdependence between these problems and leads to considerations regarding the need for psychological support for students with dyslexia within the framework of educational intervention.