Cleidimar Rosalino Pereira
Pedagogue. Master in Education. PhD student in
Pedagogical Sciences at the University of Pedagogical Sciences “Enrique José
Varona” - Ciudad Libertad - Havana (Cu). Email: cleiderosalino@hotmail.com.
Renata Monica Pacheco Nichio
Pedagogue. Teacher of the Municipal Education
Network of Cariacica - ES. Email: renatamonica768@gmail.com.
Ana Rita Cesar Lustosa
Degree in Visual Arts. Master in Art from the
Federal University of Espírito Santo. Email: lustosaanarita@gmail.com
Sérgio Rodrigues de Souza
Pedagogue. Psychopedagogue. Scientific
Consultant.
ABSTRACT
Recognizing
the importance of discussing dyslexia and learning difficulties related to
reading, the aim is to present some significant directions aimed at stimulating
the student's ability to develop the practice of reading. Bearing in mind that
the student is inserted in a context that requires a systematic interpretation
arising from the habit of reading. It is pointed out here that a conscious work
by the teacher can contribute to the elimination of the problem, enabling the
student to overcome the barrier of failure and achieve learning. In public
schools, the teacher, when detecting any problem, must request the help of the
student's family in order to share the difficulties encountered and try to
remedy them in the best possible way. Speech, reading and writing result from
the harmonious development and integration of the various functions that
underlie the functional language system from the beginning of its organization.
Dyslexia is defined as a difficulty in reading and writing that arises from the
neurological disorganization of the student. After detecting atypical behavior
and results, it is necessary to know the opinion of the school, the parents and
raise the family history and the development of the student since conception,
to then seek specialized help. In the reading process, dyslexics only resort to
the brain area that processes phonemes. Reading-writing, therefore, consists of
connecting the graphic representation of words with the individual's knowledge,
which previously depends on a full neuro-psycho-sociolinguistic development.
Studies have also pointed out that although many children have normal hearing,
they show gaps in language development with a delay in reading acquisition. To
work with the dyslexic child, the teacher needs to be trained and have
knowledge about Dyslexia. With knowledge, development of differentiated
techniques for teaching, and specialized assistance, many of these difficulties
can be solved within the school itself.
Keywords: Reading and writing difficulties; Dyslexia; Learning difficulties.
Reviewed by Current Scientific Journal
on
fevereiro 10, 2023
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