Perfil Cognitivo dos Alunos com Dificuldades de Aprendizagem na Leitura e Matemática

Abstract

Resumo: A coocorrência entre as dificuldades na leitura e na matemática é frequente, indicando que as habilidades cognitivas comuns subjacentes a tais dificuldades possam estar deficitárias. A pesquisa aqui descrita analisa as habilidades cognitivas que estão na base das aprendizagens da leitura e da matemática, contribuindo para a prática pedagó-gica nessas áreas. Trata-se de um estudo transversal de caráter quantitativo em que foram identificadas funções cognitivas de 79 alunos do 3º ao 6º ano do ensino fundamental, divididos em quatro grupos: com dificuldades na leitura, na matemática, nas duas áreas e sem dificuldades. Obtivemos o perfil cognitivo dos grupos com tarefas de processamento fonológico, senso numérico, memória de trabalho e estratégias de contagem e recuperação da memória. Cada grupo apresentou um perfil cognitivo único, indicando necessidades educacionais diversas. Os resultados alertam para a importância da estimulação do processamento fonológico e do senso numérico, habilidades ainda pouco conhecidas pela escola brasileira.Palavras-chave: dificuldades de aprendizagem; leitura; matemática; habilidades cognitivas; perfil cognitivo. COGNITIVE PROFILE OF STUDENTS WITH LEARNING DIFFICULTIES IN READING AND MATHEMATICS Abstract:The co-occurrence of difficulties in reading and mathematics is frequent, indicating that common cognitive skills underlying these difficulties may be impaired. The study aims to analyse the cognitive abilities which are in the basis of acquisition of both reading and mathematics skills contributing to the educational practice in these areas. This is a cross-sectional, quantitative study that identified cognitive functions of 79 students from 3rd to 6th grade of elementary school. The students were divided into four groups: difficulties in reading, in mathematics, in both areas and the control group. We assessed the cognitive profile of the students through tasks in volving: phonological processing, number sense, working memory, counting strategies and arithmetic fact retrieval. Each group showed a unique cognitive profile indicating different educational needs. The results urge attention to the importance of the stimulation of phonological processing and number sense, abilities which are still unknown by Brazilian schools.

Development of language and arithmetic skills: risk and protective factors. Comparative cross-sectional study

“…Analysis has been conducted on cognitive differences between children with alterations only in reading/writing, those with alterations only in arithmetic and those with alterations in both skills. 18 It was observed that children with more complex cognitive alterations (as in working memory, phonological awareness, numerical sense and others) are the ones that have difficulties in both domains (language and arithmetic). However, children with difficulties only in arithmetic also presented some alterations in linguistic skills, such as narrative memory.…”

“…Analysis has been conducted on cognitive differences between children with alterations only in reading/writing, those with alterations only in arithmetic and those with alterations in both skills. 18 It was observed that children with more complex cognitive alterations (as in working memory, phonological awareness, numerical sense and others)…”

“…This essential skill for written language development was assessed in the present paper. 1,18 Lastly, there are social skills. In this study, difficulties regarding responsibility and civility skills were observed in relation to arithmetic alterations.…”

Numerical cognition in Brazil: a narrative review of a growing research field (Cognición numérica en Brasil: una revisión de un campo de investigación en desarrollo)

“…En la UFRGS (Universidade Federal do Río Grande do Sul) otro grupo investigación describió las habilidades implicadas en la coocurrencia de dificultades con la lectura y las matemáticas (Corso & Dorneles, 2015). Recientemente aplicaron intervenciones (ver la sección Dificultades en el aprendizaje de las matemáticas, más arriba) en un esfuerzo por mejorar el rendimiento de los niños con ADHD (Sperafico et al, 2019).…”

Relações entre a Compreensão de Leitura, Resolução de Problemas de Raciocínio Quantitativo e Funções Executivas

“…Esses resultados evidenciam a necessidade de uma discussão mais profunda sobre os elementos envolvidos no ensino e na aprendizagem de tais áreas. Um relevante passo nesse sentido é compreender que, embora as aprendizagens da leitura e da matemática possam caracterizar processos específicos, existem relações entre elas, e as especificidades de uma área acabam influenciando a outra DORNELES, 2015). Também há o importante papel das competências de base, especificamente as funções executivas (FE).…”