Abstract
PURPOSE: This study aims to improve the existing knowledge about the application of Transcranial Direct Current Stimulation in rehabilitating Developmental Dyslexia, both alone and in conjunction with other therapeutic approaches. RESEARCH STRATEGIES: The research was carried on the PubMed, Elsevier, LILACS and ERIC - Institute of Education Science. SELECTION CRITERIA: Peer-reviewed journal articles were included if published in English, Portuguese, and Spanish and be broken down from the research question devised by the PICO acronym. DATA ANALYSIS: Specific data collected according to delineation, summarized by descriptive analysis. RESULTS: Eleven articles were analyzed. Five of them associated tDCS with cognitive-linguistic or reading stimulation therapy. Assembly and application frequency parameters varied. The results indicated a positive effect on reading skills after the intervention in all of them. CONCLUSION: The selected studies showed an improvement in reading speed and accuracy after active transcranial direct current stimulation, whether or not it combined with other cognitive-linguistic and reading stimulation. In some cases, the positive effects persisted up to six months after the intervention, making this a tool that can be used in the treatment of individuals with dyslexia.