Abstract
Objective: The present study aims to verify in the literature what is being studied about dyslexia and which rehabilitation methodologies for dyslexia can be used at school to improve the student's condition. Methods: This is a qualitative research of integrative literature review. The SciELo database was used and the works were selected between 2014 and 2019. The descriptors “dyslexia” and “children” were used. As filters were used complete articles, works made in Brazil, in Portuguese or English. Results: 15 articles were found, 11 of which dealt with the main and secondary diagnosis of dyslexia, 3 dealt with rehabilitation methods for dyslexia and 1 dealt with teachers' knowledge about dyslexia. As for the methodology to use in school, the works spoke of the phonic method, as well as interventions in the attention issues and grapheme / phoneme correspondences. Final considerations: This research revealed that the triad diagnosis, school intervention and knowledge by teachers is fundamental to help the student suffering from dyslexia.