ORTHOGRAPHIC PERFORMANCE PROFILE OF STUDENTS WITH DYSLEXIA AND LEARNING DIFFICULTIES

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dc.contributor.authorChiaramonte, Thais Contiero [UNESP]
dc.contributor.authorCapelini, Simone Aparecida [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.date.accessioned2023-07-29T11:55:43Z
dc.date.available2023-07-29T11:55:43Z
dc.date.issued2022-01-01
dc.description.abstractIt is described in the literature that students with specific learning difficulties and disorders may present difficulties in the spelling appropriation of the Brazilian Portuguese writing system, however little is discussed about which errors are most committed by these populations. Thus, this study aimed to characterize and compare the orthographic performance of students with Dyslexia, Learning Disabilities and good academic performance. 75 school children participated, from 9 to 11 years old, divided into 3 groups and matched by diagnosis and school year. Spelling was evaluated by dictating words and pseudowords based on the semiology of errors. The results were compared statistically by the Kruskal-Wallis test adjusted by the Bonferroni Correction, where it was possible to observe that the spelling profile of students with dyslexia and learning difficulties are similar, while the profile of students with good academic performance differs from the other groups, also concluding that the Pseudowords Dictation test is the best to differentiate students with Dyslexia of students with learning difficulties and good academic performance.en
dc.description.affiliationSao Paulo State Univ UNESP, Grad Program Educ, Marilia, SP, Brazil
dc.description.affiliationSao Paulo State Univ UNESP, Dept Speech Therapy, Postgrad Program Educ, Marilia, SP, Brazil
dc.description.affiliationUnespSao Paulo State Univ UNESP, Grad Program Educ, Marilia, SP, Brazil
dc.description.affiliationUnespSao Paulo State Univ UNESP, Dept Speech Therapy, Postgrad Program Educ, Marilia, SP, Brazil
dc.description.sponsorshipSao Paulo State Research Support Foundation
dc.format.extent312-325
dc.identifierhttp://dx.doi.org/10.21723/riaee.v17i1.14610
dc.identifier.citationRevista Ibero-americana de Estudos em Educacao. Assis: Univ Estadual Paulista - Unesp, Fac Ciencias Letras Assis, v. 17, n. 1, p. 312-325, 2022.
dc.identifier.doi10.21723/riaee.v17i1.14610
dc.identifier.issn2446-8606
dc.identifier.urihttp://hdl.handle.net/11449/245460
dc.identifier.wosWOS:000856650200019
dc.language.isoeng
dc.publisherUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis
dc.relation.ispartofRevista Ibero-americana De Estudos Em Educacao
dc.sourceWeb of Science
dc.subjectDyslexia
dc.subjectEvaluation
dc.subjectLearning
dc.subjectSpecific learning disorder
dc.subjectHandwriting
dc.titleORTHOGRAPHIC PERFORMANCE PROFILE OF STUDENTS WITH DYSLEXIA AND LEARNING DIFFICULTIESen
dc.typeArtigo
dcterms.rightsHolderUniv Estadual Paulista-unesp, Fac Ciencias Letras Assis

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