Characterization of performance of children with developmental dyslexia in writing tasks

Authors

  • Andréa Carla Machado Universidade Federal de São Carlos
  • Simone Aparecida Capellini Universidade Estadual Paulista; Programa de Pós-Graduação

DOI:

https://doi.org/10.7322/jhgd.20002

Keywords:

dyslexia, children, writing

Abstract

INTRODUCTION: developmental dyslexia is characterized by impairment in reading and writing of simple words often involving deficits in phonological decoding and spelling. It affects individuals without sensory disabilities, free of significant emotional commitment and adequate educational opportunities. OBJECTIVE: to characterize the performance in activities related to writing observed in children with developmental dyslexia. METHOD: a total of six children (boys and girls) from 3rd to 7th grade from public schools in a city in the state of Sao Paulo, eight to thirteen years of age, participated in this study. Data were collected in CEES - Centro de Estudos de Educação e Saúde of UNESP - in Marília -SP in writing tasks. The results were analyzed descriptively by the score in percentage of correct answers. RESULTS: children with developmental dyslexia presented alterations in relation to the activities: writing of isolated words and writing of dictated words were below expectations for the education level, presenting phonological and orthographic changes. CONCLUSION: it is important that children with school problems make a more specific evaluation concerning these tasks.

References

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Published

2011-04-01

Issue

Vol. 21 No. 1 (2011)

Section

Original Research

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