developmental dyslexia is a specific learning disability characterized by difficulty in learning how to read and write. this difficulty affects the auto-concept and the relationships that dyslexics establish with pairs, teachers and parents. to evaluate the social and emotional consequences of development dyslexia diagnosis we did two interviews, oriented by inquiries built for the effect, to a portuguese pupil and to its foreman of education, as a result of a study case, of longitudinal character. the results showed us the necessity of a dyslexia evaluation which will allow us to detect it at an early age and will permit us to make a proper intervention in order to fight school failure. on the other hand, we came to the conclusion that it is fundamental to bring this learning disability to teachers' and other education professionals' attention, so as to avoid situations of discrimination, such as the ones we came across in the course of this study.