Dislexia, leitura e escrita: uma revisão dos artigos publicados no Brasil entre os anos de 2015 e 2020

Abstract

Dyslexia is a specific disorder of learning to read, which manifests itself especially in the literacy period, as a difficulty in learning to read. It can occur in people of different origins, nationalities and languages, being the subject of international researchesin several languages. Brazil already has relevant studies on the subject, which is why it is necessary to systematize the surveys of recent years. The present study aimed to carry out a literature review on the scientific production regarding dyslexia in Brazil. The search was carried out in the Scielo and Pepsic databases, focusing on the period between 2015 and 2020. Twenty fourarticles published on learning to read and write bydyslexics in the literacy period were selected. The analysis led to the formation of four thematic categories: (I) Empirical articles; (II) Theoretical articles; (III) Literature reviews; and (IV) Articles comparing dyslexia to other disorders. In empirical research, the procedure that stood out was the Cloze comprehension test, which assesses reading comprehension. The results of all intervention researches pointed to an improvement in the participants' performance, which can be seen as evidence of the effectiveness of practices aimed at learning to read and write bychildren with dyslexia, in the line of cognitive psychology