Disortografia: avaliação e intervenção no 5° ano do ensino fundamental

Abstract

This study aims to verify the understanding of teachers in regards to dysorthography – which is a disorder related to learning, writing and spelling – identifying its causes and its basic features and procedures needed to improve academic performance of children with dysorthographic disorders in the classroom. The study emphasizes the need for early diagnosis, assessment and appropriate intervention by professionals in their specific area of expertise. It was put in evidence the need for direct intervention in writing skills, associated with related phonological processing activities21 carried out in a playful manner in the school and family context. The research was based on a transversal lineation, comprising a field study of descriptive nature, in this study we counted with the participation of ten 5 th year primary education teachers from the municipal public schools of the city of Santa Rita, Paraíba. For its realization we utilized one questionnaire interview with six subjective questions, regarding the evaluations and interventions carried out against dysorthography, containing also a socio-demographic questionnaire to profile the participants. The results indicated that teachers understand what dysorthography is and present some intervention strategies, but they present difficulties to evaluate this issue. We conclude therefore that the educational process is very complex that requires a constant search for knowledge and restructuring of those already acquired in order to facilitate the resolution or barriers that may hinder the subject learning process.