Será que é dislexia? uma abordagem psicopedagógica da dificuldade com a linguagem escrita

• Autor(a) principal: Ribeiro, Heloisa Wallau Souto
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/26679
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL; Dislexia; Consciência fonológica; Nomeação rápida; Alfabetização; Linguagem escrita; Psicopedagogia; Representação simbólica; Dyslexia; Phonological awareness; Rapid automatized naming – RAN; Literacy; Written language; Psychopedagogy; Symbolic representation

The objective of this study was to discuss the concept of dyslexia applied to individuals that have difficulties in the acquisition of written language. First, the concept of dyslexia - as presented in associations that represent dyslexic individuals, in healthcare manuals, and in texts destined to professionals who deal with individuals that have learning difficulties - was analyzed, as well as the processes used in the diagnosis of the disorder. Indicators of dyslexia were identified: phonological awareness, rapid automatized naming, spelling development, and functional and anatomical brain differences compared with non-dyslexic readers. Each of these indicators was further analyzed in order to consider their role in the characterization of dyslexia. Phonological awareness and rapid automatized naming are not pre-requisites for the acquisition of written language but develop together with it; spelling development is not a linear process, and non-orthographic writing is a proof of the acquisition of written language; last, acquisition of written language leads to anatomical and functional changes in the brain of the reader, making it different from the brain of non-readers. Considering that the written language is a cultural and symbolic object created to show a mental representation of the spoken language, dyslexia may be considered an issue related to abstract, symbolic, and representational thinking that is inadequately consolidated and, thus, is not able to support adequate learning of the written language. This is the idea behind a psychopedagogical approach to overcome the problem of acquisition of the written language: to build, together with the dyslexic individual, the possibility of representing spoken language