A prática da avaliação psicopedagógica clínica frente às dificuldades da leitura e escrita

Abstract

The present study aimed to verify how the clinical psychopedagogic assessment with the difficulties in reading and writing is performed. The research was based on a cross-sectional design, comprising a field study of a descriptive nature. The study included ten active educational psychologists of the city of João Pessoa. For its implementation was used an interview semi structured with four subjective questions of evaluations carried forward to reading and writing, still containing sociodemographic questionnaire to profile the participants. Results indicate that clinical psychopedagogic ratings are given from instruments, where most professionals use only the TDE as a specific tool for reading and writing, already EOCA, TCLPP and PROLEC are cited by the minority, while others mentioned using games and reading activities and interpretations of texts. The Professionals use of these instruments in the assessments with the objective of verifying the level of reading and writing but also identify which difficulties encountered. In this way it was possible to realize the ignorance and lack of applicability of specific instruments for reading and writing in the evaluations psychopedagogic among professionals.