Indicadores precoces da dislexia de desenvolvimento: um estudo longitudinal || Early indicators of dyslexia: a longitudinal study

Anabela Carvalho, Marcelino Pereira, Isabel Festas

Resumen


A dislexia do desenvolvimento é frequentemente diagnosticada quando os problemas na aprendizagem da leitura já afetaram negativamente outras áreas académicas e até o bem-estar emocional. A pesquisa internacional aponta para a existência de alguns preditores desta perturbação da aprendizagem, permitindo uma intervenção atempada e preventiva. No entanto, as diferenças relativas ao código ortográfico do Português Europeu não nos permitem tirar ilações de estudos realizados noutros contextos linguísticos. Com este problema em mente, desenvolvemos um estudo longitudinal que pretende destacar os preditores da dislexia em crianças portuguesas. A investigação seguiu um plano longitudinal ao longo de três anos e os resultados obtidos junto de uma amostra de 200 crianças permitem identificar a existência de poder preditivo em duas variáveis: no conhecimento que a criança tem do nome das letras e no seu desempenho em tarefas de fluência verbal, mostrando a influência que os fatores relativos às dificuldades na aquisição do princípio alfabético e no acesso ao léxico terão na manifestação posterior de problemas na aquisição da leitura.


Palabras clave


dislexia; transtornos de aprendizagem; deficiências de desenvolvimento; estudo longitudinal; código ortográfico

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Referencias


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DOI: https://doi.org/10.17979/reipe.2017.4.2.3208

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Esta revista es continuación de: Revista Galego-Portuguesa de Psicoloxía e Educación (1997-2013) - ISSN: 1138-1663.