Análise bibliográfica sobre estratégias pedagógicas para crianças com dislexia

Abstract

The present work seeks to present pedagogical strategies for to work with children with dyslexia in elementary school, since in academic life and continuing education there are gaps in the subject of learning disorders, and therefore, more discussions on the topic are necessary. Dyslexia is not a disease, but a learning disorder that affects reading, writing and spelling. The consequences of not obtaining a diagnosis and the lack of preparation of teachers to deal with dyslexic students are diverse, among them: it affects the learning process, causes self-esteem problems, difficulty in organizing and planning, problems with fine motor coordination, difficulty with oral language, in understanding texts and even social problems. According to Gil (2008), bibliographical research involves the collection of theoretical references and previously published studies related to the topic in question. This method makes it possible to analyze existing contributions on pedagogical strategies aimed at children with dyslexia in elementary school, without the need to collect primary data. The pedagogical strategies analyzed were approached based on Brazilian studies published in databases such as: Google Scholar, Scielo, CAPES journals, Revista Brasileira de Educação Especial and Banco de Teses e Dissertações, giving preference to studies published in the last 10 years. The bibliographic survey was carried out between May and September this year. The theoretical basis was developed through studies that address specific and appropriate pedagogical strategies for the development of each skill, aiming to promote an inclusive and effective learning environment, respecting their particularities and enhancing their academic performance. To this end, authors such as Ohweiler (2016), Rodrigues and Ciasca (2016), Oliveira (2016), Cidrim and Madeiro (2017), Trindade (2023), Dantas (2021), Melo (2018), among others. At the end, a manual is presented with pedagogical strategies that can help teachers apply them in the classroom with students with dyslexia, in order to improve the performance and quality of life of dyslexic children.