O processo de alfabetização de crianças com dislexia nos anos iniciais do ensino fundamental

Abstract

Literacy is essential in a person's life, going far beyond encoding and decoding words, it is part of a society's entire social practice . Unfortunately, not everyone goes through the literacy process in the same way, while some learn more simply, others have greater difficulty in developing all reading and writing skills, requiring different interventions to achieve learning. This work proposes to reflect on Dyslexia,a Developmental Learning Disorder and presents suggestions for methodological strategies that collaborate in this task of teaching everyone to read and write. Bibliographic research was used as a methodology. Presenting concepts from authors such as Soares (2004, 2020), Soares and Batista (2005), Hudson (2019) and Teles (2004) and based on documents such as The National Common Curricular Base (2018), the Diagnostic and Statistical Manual of Mental Disorders DSM-5 (2013) and International Classification of Diseases ICD 11(2022) and important websites of dyslexia associations in Brazil, such as Associação Brasileira de Dyslexia (ABD) and Instituto ABCD. The objective of the study was to understand how the literacy process of children with Dyslexia takes place in the early years of elementary school, describing how this passage is, presenting the difficulties encountered by these children in the appropriation of reading and writing and proposing strategies that can be used by the teacher to help the dyslexic child in their learning process.