Pseudodislexia: contribuições para professores a partir de um estudo de prevalência em escolas do município de Canoas

• Autor(a) principal: Moraes, Danielle Souza de
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional do Centro Universitário La Salle
• Texto Completo: http://hdl.handle.net/11690/840
• topic: Direito; Internet; Privacidade; Legislação

This research is part of the master's degree in health and human development at UNILASALLE as a part of the research in education and health line. The aim of this study entitled: Pseudo Dyslexia: Contributions to teachers from a prevalence study in Canoas city schools, is to determine the prevalence of children with pseudo dyslexia in the northwest and northeast of the city in order to obtain data to think forms of assistance; to do so, we use a quantitative methodology that, according to Fonseca (2002) data, can be quantified as they are surveys that show a larger and representative sample, and that their results can be understood as a real picture of the population. In this way, the research understands that the reality can only be understood by analyzing the raw data that were collected with the help of standardized instruments or crude. This study was characterized by a descriptive exploratory quantitative and transversal study. The authors of this research were Elis, 1995; Shaywitz, 2006; Rotta and Pedroso (2006); and Bronfrenbrenner (1996). Three municipal primary schools were surveyed, two in the northwestern and one in the northeast. The total survey sample consists of 198 students between 7 and 17 years old enrolled between the 2nd and the 7 th years of elementary school. It was applied to the participants the tests: RCT (words and pseudo words reading competency test), Progressive Matrices Test Raven, Confias test, Balanced Dictation and understanding test reading of expository texts to pseudo dyslexia. The results showed that, from the 198 individuals who took part in the survey, 31.8% had no problems of learning; on the other hand, those who were considered pseudo dyslexics amounted to 26.3%; 22.7% had intellectual disabilities; and 19.2% are included in the group of other disorders. There were no significant data regarding the gender difference, and the younger children had higher pseudo dyslexia numbers, and the older ones had a greater number of intellectual disability.