Dificuldades de aprendizagem na escrita: reflexões sobre a disgrafia e a disortografia

Abstract

It is important to consider that the educator needs to be aware of the possible educational diversities of his student in order to contribute to a relevant and exceptional learning. Many students have specific learning difficulties in writing development, presenting dysgraphia or dysspelling. Thus, we start from the following question: how to intervene with students who have dysgraphia or dysspelling? Thus, we aim to understand the learning difficulties of dysgraphic and dysorthographic writing, emphasizing the schooling process of the students who have them. Thus, this work aims to contribute to a study of recognition of actions that may have effects present in writing and is a theoretical study, in which the bibliographic research method was used, with the search in books and digital files, such as Blacksmith (2011), Smith and Strick (2007), Hudson (2019), Cardoso and Sutil (2014), Telles, Lucio and Alcantara (2017), among others. Throughout this work, concepts about the general aspects of writing, spelling and phonological awareness will be addressed, we will conceptualize Dysgraphia and Dysspelling and discuss the possibilities of intervention in school and reflect how to help a dysgraphic or dysorthographic student in the classroom.