2008
DOI: 10.1590/s1516-18462008000200007 View full text |Buy / Rent full text
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Abstract: REsuMOObjetivo: investigar o conhecimento dos professores de 1 ª a 4 ª série quanto ao distúrbio da leitura e escrita, pesquisando quais dificuldades referentes a esse distúrbio, foram apresentadas por estes professores. Métodos: esses dados foram obtidos, por meio de um questionário informativo de 10 questões, aplicados a 50 professores de 1 ª a 4 ª série, da cidade de Bauru. Os questionários foram analisados e tabulados, e receberam tratamento estatístico pertinente. Resultados: os resultados obtidos revelar… Show more

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“…In the study by Fernandes and Crenitte 19 , 82% of teachers indicated intrinsic reasons (physiological, biological) as justifications for diagnosing a disorder of reading and writing, and only 38% indicated extrinsic reasons (school environment, teaching methods, family environment). When asked "What do you call this problem?…”
Section: Causesmentioning
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“…In the study by Fernandes and Crenitte 19 , 82% of teachers indicated intrinsic reasons (physiological, biological) as justifications for diagnosing a disorder of reading and writing, and only 38% indicated extrinsic reasons (school environment, teaching methods, family environment). When asked "What do you call this problem?…”
Section: Causesmentioning
“…Previous studies [19][20][21] that focused on teachers' knowledge about school difficulties and learning disorders have shown that in relation to the causes that justify the diagnosis of disorder of reading and writing, most pointed to intrinsic causes (physiological, biological) as causes for the reading and writing disorder, while a minority pointed to extrinsic causes such as the school environment, teaching method, and family environment.…”
Section: Introductionmentioning
“…Among such problems are: -the fact that they ignore or have limited understanding of the concepts that underlie the socio--historical theory, especially with regard to the concepts of literacy, discoursive genres, intertextuality, language variety, authorship, and dialogue. 8,18,19 -the fact that they cannot incorporate contributions arising from this theory into their teaching practices, and, therefore, the fundamentals shaping the Portuguese language teaching guidelines in Brazil. 13,14 It is especially interesting in this study to explain how literacy has been conceptualized in those documents, from its differentiation from the notion of alphabetization, which, until the 1980s, directed the Brazilian educational system.…”
Section: Introductionmentioning
“…The emphasis on promoting discussions with teachers and reflexive actions around such aspects is justified since they underlie the theoretical and practical knowledge guiding pedagogical practices developed by teachers. 8 Importantly, concern regarding the quality, nature, and impact of mediation implemented by teachers are related to the access and use of reading and writing by children, constituting a central issue of national and international studies developed in different fields of Education, Speech, and Linguistics. [4][5][6]9,10 It is in this direction that research in speech--language pathology 5,11,12 has been emphasizing the need for speech-language pathologists inside the school, to promote, from a collaborative perspective, reflections on the concepts and practices of writing and its appropriation processes used by teachers.…”
Section: Introductionmentioning
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