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Abstract(s)
A leitura e a escrita são duas competências adquiridas que estão na base da aprendizagem e servem de ferramenta às restantes áreas e ao desenvolvimento da criança em todas as vertentes. O seu ensino poderá ser distinto, utilizando diferentes métodos, baseados em modelos dissemelhantes, consoante aquele que parecer mais adequado aos alunos em questão.
No entanto, existem factores extrínsecos e intrínsecos que influenciam a aprendizagem destas competências. Quando o sujeito manifesta dificuldades nestas duas áreas poderá sentir embaraços que irão reflectir-se, não só na vida escolar, quando criança, mas também na vida social, pessoal e profissional, quando adulto.
Contudo, as dificuldades na leitura e na escrita, quando dizem respeito à dislexia, apesar de não terem solução, podem ser atenuadas, minorando os seus efeitos ao longo da vida. A realização de um diagnóstico atempado, seguido da avaliação torna possível uma intervenção que possibilitará que as restrições e limitações sentidas se debilitem levando a criança a obter sucesso.
A dislexia tem sido, ao longo dos tempos, um tema bastante debatido que não reúne consenso entre os estudiosos quer no que respeita à patologia em si, quer no que se refere às suas causas, aos seus tipos, às suas manifestações e às formas de intervir. No entanto, a hipótese de a dislexia estar associada a um défice fonológico originado por um desfasamento do funcionamento do cérebro parece ser a ideia mais apoiada. Assim sendo, a utilização de estratégias diversificadas que estimulem a consciência fonológica poderão ser uma mais-valia no processo de ensino/aprendizagem da leitura.
Existem inúmeros autores que apresentam diferentes estratégias, métodos e técnicas de intervenção reeducativa. A utilização de uns ou de outros irá diferir consoante o tipo de dislexia apresentada pela criança.
Reading and writing are two acquired skills that are on the basis of learning and serve as a tool to other areas and the development of the child in all aspects. The teaching of these skills may be different, using different methods, based on dissimilar models, depending on which is more appropriate to the students concerned. However, there are intrinsic and extrinsic factors that influence learning these skills. When the subject experiments difficulties in these two areas, it may feel embarrassment that will be seen not only in school life as a child, but also in social, personal and professional, as an adult. Nevertheless, difficulties in reading and writing, as they relate to dyslexia, although they can‟t be solved, they can be reduced, lessening their effects throughout life. The realization of a prompt diagnosis, followed by an accurate assessment makes possible an intervention allowing that the restrictions and limitations experienced are reduced leading the child to success. Dyslexia has been, over time, a much-debated topic that doesn‟t meet consensus among scholars both in respect to the pathology itself, its causes, its types, its manifestations and forms of intervention. However, the hypothesis that dyslexia is associated with a phonological deficit caused by a mismatch of brain functioning seems to be most supported idea. Therefore, the use of diverse strategies that stimulate phonological awareness can be an asset in the teaching / learning to read process. There are many authors who display different strategies, methods and re-educating intervention techniques. The use of one or other will differ depending on the type of dyslexia presented by the child.
Reading and writing are two acquired skills that are on the basis of learning and serve as a tool to other areas and the development of the child in all aspects. The teaching of these skills may be different, using different methods, based on dissimilar models, depending on which is more appropriate to the students concerned. However, there are intrinsic and extrinsic factors that influence learning these skills. When the subject experiments difficulties in these two areas, it may feel embarrassment that will be seen not only in school life as a child, but also in social, personal and professional, as an adult. Nevertheless, difficulties in reading and writing, as they relate to dyslexia, although they can‟t be solved, they can be reduced, lessening their effects throughout life. The realization of a prompt diagnosis, followed by an accurate assessment makes possible an intervention allowing that the restrictions and limitations experienced are reduced leading the child to success. Dyslexia has been, over time, a much-debated topic that doesn‟t meet consensus among scholars both in respect to the pathology itself, its causes, its types, its manifestations and forms of intervention. However, the hypothesis that dyslexia is associated with a phonological deficit caused by a mismatch of brain functioning seems to be most supported idea. Therefore, the use of diverse strategies that stimulate phonological awareness can be an asset in the teaching / learning to read process. There are many authors who display different strategies, methods and re-educating intervention techniques. The use of one or other will differ depending on the type of dyslexia presented by the child.
Description
Keywords
Necessidades educativas especiais Dislexia
Citation
Publisher
Universidade da Beira Interior