Avaliação e intervenção psicopedagógica de habilidades preditoras da leitura e escrita em criança com atraso escolar

Abstract

Difficulties related to the literacy process and academic delay have become a recurring demand in both educational and clinical contexts, especially when associated with weaknesses in the predictor skills of reading and writing. In this scenario, the present study aimed, as its general objective, to analyze the predictor skills of reading and writing in a patient with a complaint of academic delay. As specific objectives, it sought to present the assessment instruments used to identify these skills and to describe the interventions carried out based on the results obtained. This research is characterized as action research, with a qualitative approach, developed in a clinical context, integrating assessment and intervention in an articulated manner. Standardized instruments were used to investigate executive functions and predictor skills of literacy. The results revealed significant weaknesses in phonological awareness, auditory discrimination, visual discrimination, and grapheme-phoneme association, as well as fluctuations in attentional performance. The psychopedagogical intervention was structured with a focus on the stimulation of executive functions and the explicit teaching of letter-sound correspondences (phonological awareness). Progressive advances were observed in vowel recognition, the formation of simple syllables, and engagement in activities, reinforcing the relevance of a planned and individualized approach.