DYSLEXIA AND LEARNING PROBLEMS

Neusa Gomes De Campos

doi:10.46616/rce.v5i9.176

Abstract

This article presents the concept of several authors about dyslexia, types of dyslexia and their classifications, the learning difficulties of dyslexic students, the symptoms, and treatments of dyslexia, as well as strategies on how to deal with these students and their rights before the law, to present a brief discussion on the subject in question, as many still do not know how to identify and treat a person with this disorder.

Highlights

It is expected that all children learn how to read and write at the correct stage of their schooling, if this does not happen it will compromise their entire learning process
Dyslexia is a disorder that affects a reasonable number of people, it has degrees of intensity that varies from the lightest to the most severe, if detected early in the literacy phase it becomes easier to work with the dyslexic students, avoiding them to feel frustrated, unsuccessful, and unmotivated
The teacher can be a great ally in this sense, but to do that, specific training is necessary so they can be able to identify the student with the disorder, as this student is often mistakenly taken as an uninterested student

Summary

INTRODUCTION

It is expected that all children learn how to read and write at the correct stage of their schooling, if this does not happen it will compromise their entire learning process. Iar (2004) teaches us that the individual with this disorder has difficulties in establishing differentiation in the analysis, synthesis, and discrimination of sounds Both Iar and Ianhes are unanimous in stating that the exchange of phonemes and graphemes, changes in the order of letters and syllables, as well as greater difficulty in writing than in reading are constant characteristics of this type of Dyslexia. Lack of organization and attention; Low self-esteem; Intense dispersion; Difficulty reading, writing, spelling and studying; Motor coordination delay; Difficulty in interpreting and understanding texts; Delayed speech or impaired speech; Cannot associate letters and sounds; Difficulty copying from books or chalkboards; Location problems, left and right; Identify phonemes, associate with letters and recognize rhymes and alliterations; Difficulty in memorizing the times table, recognizing mathematical symbols and concepts (dyscalculia); Spelling rules: addition, error, inversion, omission or exchange of letters and syllables (dysgraphy); Difficulty in handling maps, consulting dictionaries, doing research and memorizing information.

Speech Therapy

Adaptations in school learning

Psychotherapy

Treatment with medicines

Findings

CONCLUSION