<![CDATA[This study aimed to describe the intellectual profile of an elementary school child with dyslexia through a psychological case study. A qualitative case study approach was employed involving one third-grade elementary school student aged 8 years and 9 months who was referred for a psychological evaluation due to learning difficulties. Data were collected through clinical interviews, behavioral observations, and the Binet Intelligence Scale. The findings revealed that the participant obtained an IQ score of 119, indicating above-average intellectual functioning with a mental age of 10 years and 8 months. The child demonstrated strengths in reasoning, verbal comprehension, visual-motor abilities, and basic numerical concepts. However, weaknesses were identified in short-term memory, concentration, and vocabulary development. Clinically, the participant exhibited persistent difficulties in distinguishing visually similar letters, particularly b and d, during reading and writing activities, accompanied by limited expressive vocabulary. These characteristics were consistent with indicators of developmental dyslexia despite the child's above-average intellectual capacity. The findings emphasize that dyslexia is not associated with low intelligence but rather with specific deficits in language processing. Comprehensive psychological assessment is therefore essential to identify individual cognitive strengths and weaknesses and to support appropriate educational interventions for children with dyslexia. ]]>
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