Dyslexia is the most common neurologically-based specific learning disability. Dyslexia in children is characterized by a combination of difficulties related to spelling, reading, writing and orthography. Evident are difficulties in executive functioning, motor skills, perception, verbal communication, attention and memory. In case child’s primary difficulties are not identified properly, some emotional problems such as stress, anxiety, low self-esteem and lack of motivation may occur.
Maria Montessori developed a unique educational method, which includes didactic materials for seven areas of the Montessori curriculum: practical life, sensorial, language, mathematics, art, science and movement. It is relevant to include practical life, sensorial and language activities in intervention for children with dyslexia, because the above mentioned areas of curriculum enhance skills, which are commonly listed as deficits in children with dyslexia.
Montessori pedagogy also includes a set of principles and structural characteristics of didactic materials. The three main principles of Montessori pedagogy are prepared environment, encouraging child's own activity and free choice of activity. The above mentioned principles together with structural characteristics of didactic materials, such as isolation of difficulty and control of error, help children with dyslexia to overcome emotional difficulties. They provide experiences of independence and success, help to create positive self-esteem and establish intrinsic motivation.