Dislexia e leitura
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2016
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A presente pesquisa, nasceu da necessidade de aprofundamento no estudo da dislexia,
visando respostas, para a questão dos reflexos do transtorno da dislexia no sujeito disléxico,
buscou informações que pudessem explicar o quanto o sujeito disléxico, é afetado em sua
autoestima, em razão dos reflexos de sua dificuldade na aprendizagem da leitura da língua
escrita. O objetivo principal foi compreender as dificuldades de leitura do disléxico e sua
influência na formação de sua autoestima e consequente reflexo no seu desempenho escolar.
Foi investigado, o disléxico no seu convívio escolar com professores e colegas de classe, bem
como o seu convívio familiar, com os pais e irmãos. O estudo das relações escolares e
familiares serviram de base para explicar os efeitos de suas experiências na sua auto
avaliação. A pesquisa está classificada quanto aos seus objetivos como uma pesquisa
descritiva, de cunho qualitativa, e quanto aos seus procedimentos metodológicos, como uma
pesquisa bibliográfica apoiada por um estudo de campo. A pesquisa bibliográfica, se
constituiu por uma seleção dos principais teóricos que estudam temas relevantes com o teor
da pesquisa como: Shaywitz, (2006), Capellini; Conrado; Capano (2012) Capovilla &
Capovilla, (2000), Silva (2012), Sousa, (2000, 2010), Valett (1989). O estudo de campo
envolveu a realização de entrevistas semiestruturadas com sujeitos de pesquisa, constituídos
por três profissionais especialistas que lidam com sujeitos disléxicos, um pai de criança
disléxica e dois sujeitos disléxicos. O resultado da pesquisa mostrou que a dislexia causa
obstáculos na decodificação fonológica para o sujeito disléxico, que sem apoio escolar e
familiar não terá condições de superar esses obstáculos, desenvolvendo uma percepção
negativa de seu potencial de aprendizagem, levando-o, a formação de uma baixa estima que
potencializa as suas dificuldades de aprendizagem de leitura da língua escrita.
This research, born of the need of further study of dyslexia, seeking answers to the question of dyslexia disorder reflected in the subject dyslexic, sought information that could explain how the subject dyslexic, is affected in their self-esteem, because of reflections of their difficulty in reading the written language learning. The main objective was to understand the reading difficulties of dyslexic and its influence in the formation of self-esteem and consequent reflection on their school performance. Was investigated, the dyslexic in your school life with teachers and classmates, and their family life, with parents and siblings. The study of school and family relationships were the basis to explain the effects of their experiences in their self assessment. The research is classified as to their goals as a descriptive, qualitative nature, and as to their methodological procedures, as a literature supported by a field of study, the literature was formed by a selection of leading theorists who study relevant topics to search content as Shaywitz, (2006), Capellini; Conrado; Capano (2012) Capovilla & Capovilla (2000), Silva (2012), Sousa (2000, 2010), Valett (1989). The field study involved the use of semi-structured interviews with study subjects consisted of three professional experts who deal with dyslexic subjects, a dyslexic child's father and two dyslexic subjects. The research result showed that dyslexia because phonological decoding obstacles to the subject dyslexic, that no school and family support will not be able to overcome these obstacles by developing a negative perception of their learning potential, taking it, the formation of a low esteem which enhances their difficulties in reading the written language learning.
This research, born of the need of further study of dyslexia, seeking answers to the question of dyslexia disorder reflected in the subject dyslexic, sought information that could explain how the subject dyslexic, is affected in their self-esteem, because of reflections of their difficulty in reading the written language learning. The main objective was to understand the reading difficulties of dyslexic and its influence in the formation of self-esteem and consequent reflection on their school performance. Was investigated, the dyslexic in your school life with teachers and classmates, and their family life, with parents and siblings. The study of school and family relationships were the basis to explain the effects of their experiences in their self assessment. The research is classified as to their goals as a descriptive, qualitative nature, and as to their methodological procedures, as a literature supported by a field of study, the literature was formed by a selection of leading theorists who study relevant topics to search content as Shaywitz, (2006), Capellini; Conrado; Capano (2012) Capovilla & Capovilla (2000), Silva (2012), Sousa (2000, 2010), Valett (1989). The field study involved the use of semi-structured interviews with study subjects consisted of three professional experts who deal with dyslexic subjects, a dyslexic child's father and two dyslexic subjects. The research result showed that dyslexia because phonological decoding obstacles to the subject dyslexic, that no school and family support will not be able to overcome these obstacles by developing a negative perception of their learning potential, taking it, the formation of a low esteem which enhances their difficulties in reading the written language learning.
Descrição
Orientação: Óscar Conceição de Sousa
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, APRENDIZAGEM, APRENDIZAGEM DA LEITURA, DIFICULDADES DE APRENDIZAGEM, LEITURA, DISLEXIA, AUTOESTIMA, EDUCATION, LEARNING, LEARNING TO READ, LEARNING DISABILITIES, READING, DYSLEXIA, SELF-ESTEEM