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Revista CEFAC

Print version ISSN 1516-1846On-line version ISSN 1982-0216

Abstract

ZORZI, Jaime Luiz  and  CIASCA, Sylvia Maria. Characterizing spelling mistakes found in children with learning problems. Rev. CEFAC [online]. 2008, vol.10, n.3, pp.321-331. ISSN 1982-0216.  http://dx.doi.org/10.1590/S1516-18462008000300007.

PURPOSES: to analyze orthographic abilities of children diagnosed with some kind of learning problems. Mistakes produced by the subjects were quantified and classified seeking to describe those with higher periodicity, checking if there is any difference among their occurrences. We intended to characterize an indicative spelling profile for the general difficulties that are more commonly found in this population. METHODS: the writing of 69 subjects was assessed by the Laboratory of Learning Disturbances of the Neurology Department of UNICAMP and diagnosed as showing some type of learning difficulty. The ages varied between eight years and two months and thirteen years and four months, with a ten year and six months as an average value. Only subjects in alphabetical writing level without any type of intellectual problem were included. The found mistakes were classified in eleven categories and quantified for ends of statistical analysis. RESULTS: ten groups were diagnosed being the Attention Deficit Disorder the most numerous, followed by School Difficulties and Associated Disorders. Most of the subjects studied the third grade of the elementary school. The most recurrent type of spelling mistake was "Multiple Representations", followed by "Omissions" and "Support in Orality". Significant correlation was mainly noted among "Omissions" and "Other Alterations". CONCLUSION: the major difficulty found is centered in the "Multiple Representations", mainly revealing difficulties at the orthographic level. The mistakes for "Letter Omission" arise from flaws in the process of phonological analysis and phoneme-grapheme correspondence. The low occurrence of mistakes for "Inversion" and "Similar Letters", indicates absence of difficulties regarding visual-space nature.

Keywords : Learning Disorders; Dyslexia; Attention Deficit Disorder with Hyperactivity.

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