Intervenção psicopedagógica nas dificuldades de leitura e escrita: um estudo de caso

Abstract

The case study here postponed was to analyze the difficulties in reading and writing in an eleven years old, and from the results proposed in an intervention. Writing and Reading difficulties is a common problem in schools and families, especially in relation to the learning process, so the monitoring of a specialist for diagnosis and intervention, the educational psychologist is the professional able to create necessary environments of learning and strategies that will minimize them. To achieve our goals, we set out to perform diagnostics, collect information and assess the installed difficulty in children, later to promote a pedagogical intervention, some procedures were performed as: medical history, operative interview focused on learning (EOCA) own tests of educational psychology, as the reading proficiency test words and pseudo words (RCT); evaluation tests of reading processes (PROLEC); reading and writing test, projective tests;operational tests of Piaget; phonological awareness test and observation script. The educational games were used during interventions, and evaluation results and interventional activities were analyzed qualitatively. From the results it is seen that the child has difficulties in reading and writing, but the psycho- pedagogical interventions can help you get the desired progress. Therefore, it is concluded that the psychoeducational intervention is of paramount importance in the child's life with difficulty in reading and writing, because the intervention seeks to preserve the already acquired the individual skills and develop those still missing.