Dyslexia and Learning Health: Analysis of Teacher Profiles through Latent Classes in Three Provinces of Ecuador

Introduction: dyslexia is a neurodevelopmental condition that affects cognitive health and compromises students' emotional well-being and learning trajectories. Persistent misconceptions among teachers regarding its causes, diagnosis and intervention continue to obstruct inclusive education and delay early responses. Methods: this was a non-experimental, quantitative and descriptive study. A validated structured questionnaire was applied to 3,665 teachers from Azuay, Cañar and Morona Santiago in Ecuador. The instrument assessed sociodemographic data and teachers’ knowledge about dyslexia. Descriptive statistics and latent class analysis were conducted. Results: the mean knowledge score was 76.57 out of 100. Six latent knowledge profiles were identified, ranging from conceptual clarity to confusion and myths. Differences among groups revealed uneven understanding of dyslexia and limited scientific training on the subject. Conclusions: teachers’ knowledge of dyslexia remains partial and heterogeneous. Work experience does not ensure conceptual accuracy. These findings highlight the need for teacher training programs that strengthen cognitive health, support inclusive pedagogical practices and guide public policy in educational systems.