This research aimed to understand how games contribute to the reading development process of children with dyslexia. To this end, we sought to analyze how games stimulate children with dyslexia in the learning process, as well as to verify what methodology the teacher uses in relation to children with dyslexia in the development of reading and writing, as well as to propose methodological approaches based on games to promote the inclusion of children with dyslexia in the school context. In this sense, authors such as Antunes (2017), Gonçalves (2020), Kishimoto (2017), Mousinho (2023), Rodrigues (2013), Santos (2011) among others consolidated the study. The field research opted for qualitative research, bibliographic study, semi-structured interview and participant observation. Therefore, the contribution of games as a pedagogical tool in the development of reading in children with dyslexia became clear, and how important it is to train teachers to deal with the challenges faced in the classroom, especially with children with dyslexia or disabilities. However, during the research we realized that it will depend on the commitment and strategies used by each teacher, as well as the support of the family for the development of the skills and abilities of the child with dyslexia.
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