Avaliação e intervenção da disortografia baseada na semiologia dos erros: revisão da literatura

Abstract

RESUMOTema: avaliação e intervenção na disortografia. Objetivo: descrever e discutir os achados encontrados na literatura sobre a disortografia segundo a sua definição, etiologia, classificação da semiologia dos erros, quadro clínico, avaliação e intervenção. Conclusão: a avaliação e a intervenção fonoaudiológica com a disortografia devem estar baseadas na classificação semiológica dos erros, pois desta forma, pode-se compreender cada tipo de erro e os fatores cognitivos ou linguísticos implicados. Isso se associa às orientações aos pais e professores de como enfocar o trabalho com a ortografia, seja em casa ou na escola sem gerar angústia e ansiedade na criança.

Desempenho ortográfico de escolares do 2º ao 5º ano do ensino público

“…This can be explained by spelling acquisition or writing appropriation, an evolutionary process in which the apprentice elaborates hypothesis that reveal different degrees of knowledge that are being constituted. In this way, not learn to write immediately and the "errors" may occur during this process (19,20) . As to the errors classification based on their semiology, could be verified that occurred a higher frequency of natural spelling errors than the arbitrary ones.…”

Erros de base fonológica na escrita: codificação de surdas e sonoras, segmentação e juntura vocabular

“…Despite being an official standard imposed by law, orthography also varies along time. The greater or lesser correspondence to speech is what renders the written word more or less transparent (2)(3)(4) .…”

“…Despite the recognized importance of processing different types of information, phonological information is undoubtedly the learning basis for the alphabetical principle, which is the first step towards mastering orthography. However, to reach this goal, in addition to phonological information processing, one must also have morphosyntactic and metagraphic skills (4,5) , knowledge of vocabulary, and auditory and visual memory; there are also education constraints, such as the teaching method's characteristics and the socio-cultural factors in the schooling context (2)(3)(4)(5)(6)(7)(8) . Therefore, hypotheses based on phonological, semantic and mophosyntactic analyses, along with memory of both spoken and written words, complete the learning of orthography (9,10) .…”

“…The necessary classification of these errors may help identify possible skill deficits underlying the learning of the alphabetic principle. Some of these errors are a normal part of development and can be overcome along the learning process, while others can only be corrected through clinic interventions (4,11,12) . In learning disorders, errors due to orthographic processes appear to be the most frequent ones, even if they are prevalently followed by errors related to phonological processes (12) .…”

“…Some errors in orthography are determined by phonology-based deficits and have generally and consensually been classified as follows: errors in coding complex syllables; errors due to swapped letters -those most frequently observed are between voiced and voiceless consonants; segmentation errors -due to hypo-or hypersegmentation, as observed in text writing (11) . Certain authors have classified these errors based semiologically on natural orthography errors, which have a direct relation to language processing and arbitrary orthography, and errors directly related to visual memory, knowledge of orthographic rules, lexicon and morphology (4) .…”