A representação da escrita pela criança portadora de deficiência intelectual

Abstract

The present study aims to verify whether preschool children with intellectual disabilities face the same cognitive conjlicts and develop writing interpretation patterns similar to those of so-called "normal" children in the emergence of reading. Three particular cognitive processes are studied: the relation between the written and spoken elements of the same sentence, the relation between picture and text, and the spatial orientation knowledge in reading. The results reveal that these preschool children develop cognitive processes similar to those reported in the "normal" children. The development of the processes involved in the interpretation of written language depends on the level of the intellectual deficit and the category of knowledge.