Desempenho ortográfico de escolares com dislexia e dificuldades de aprendizagem

Abstract

É descrito na literatura que escolares com dificuldades e transtornos específicos de aprendizagem podem apresentar dificuldades na apropriação ortográfica do sistema de escrita do português brasileiro, porém pouco é discutido sobre quais os erros mais cometidos por estas populações. Desta forma, este estudo teve por objetivo caracterizar e comparar o desempenho ortográfico dos escolares com Dislexia, Dificuldades de Aprendizagem e bom desempenho acadêmico. Participaram 75 escolares, de 9 a 11 anos de idade, divididos em 3 grupos e pareados por diagnóstico e ano escolar. Foi realizada a avaliação da ortografia por meio de ditado de palavras e pseudopalavras a partir da semiologia dos erros. Os resultados foram comparados estatisticamente pelo Teste de Kruskal-Wallis ajustado pela Correção de Bonferroni, onde foi possível observar que os perfis ortográficos de escolares com dislexia e dificuldades de aprendizagem se assemelham, enquanto o perfil de escolares com bom desempenho acadêmico difere dos demais grupos, concluindo, também, que a prova de Ditado de Pseudopalavras é a melhor para diferenciar escolares com Dislexia dos escolares com dificuldades de aprendizagem e bom desempenho acadêmico.

Handwriting fluency, latency, and kinematic in Portuguese writing system: Pilot study with school children from 3rd to 5th grade

“…Still in the comparison between HF-LF words, in relation to the C2 rule words, we noticed that there is still a need to use lexical and sublexical routes, since for some words, it was necessary to use the eye to check the spelling of the word. This finding corroborates studies, which have already indicated that the lack of teaching based on the reflection of spelling rules, on the part of students, makes it difficult to appropriate spelling rules ( Scliar-Cabral, 2003b ; Germano and Capellini, 2011 , 2019 ; Chiaramonte and Capellini, 2022 ).…”

“…Despite being frequent words, the word “velha” (old) requires knowledge that a phoneme (/λ/) must be written by two letters (lh), while the word “tempo” (time) requires knowledge of the rule code |C2.16.2|, which indicates that the use of m (before/p/and/b/) or the letter n (before other consonants) as nasalization marks in the conversion of nasalized vowels at the end of syllables internal. Brazilian study has indicated such difficulties present in schoolchildren due to the lack of systematic teaching of the phoneme-grapheme conversion mechanism and the explicit explanation of spelling rules at school ( Chiaramonte and Capellini, 2022 ). Table 4 shows the distribution of latency variables, writing duration movement, writing fluency movement and gaze in the comparison between groups for LF.…”

“…Also, it is noted that the difference for the gaze variable occurred between students from 4th and 5th grade, as 4th grade students still needed to search for word's characteristic on the notebook's screen, suggesting that the orthographic lexicon was not formed for the words "velha/old" (C1) and "tempo/time" (C2). Despite being frequent words, the word "velha" (old) requires knowledge that a phoneme (/λ/) must be written by two letters (lh), while the word mechanism and the explicit explanation of spelling rules at school (Chiaramonte and Capellini, 2022). Table 4 shows the distribution of latency variables, writing duration movement, writing fluency movement and gaze in the comparison between groups for LF.…”

“…These findings indicate that the students had difficulties in the formation of the orthographic mental lexicon, which were aggravated by the lack of systematic teaching of conversion and by the lack of strategies aimed at the visual memorization of these words. ( Germano and Capellini, 2019 ; Chiaramonte and Capellini, 2022 ).…”

Analysis of spelling errors from the ‘dyslexic sight words’ list

“…The occurrence of spelling disorders or dysorthographic manifestations with dyslexia or learning disorders is common since students in this situation have a deficient phonological system, causing changes in the letter-sound conversion and storage ( Capellini et al, 2009 ; Batista et al, 2010 ; Apel et al, 2019 ; Chiaramonte and Capellini, 2022 ). This co-occurrence is frequent, as deficits in phonographemic conversion and linguistic knowledge, which are altered by dyslexia, also impair spelling learning since these mechanisms directly influence both diagnoses ( Chiaramonte and Capellini, 2022 ).…”