ABSTRACT:
Purpose:
to present the theoretical and methodological assumptions underlying group speech language therapy focused on the development of written skills, based on the theory of enunciation and discourse and analyze their effectiveness.
Methods:
this article brings the theoretical and methodological criteria related to group formation and therapy focused on Bakhtin's notion of speech genres. To depict such procedures, this study provides dialogic episodes from therapeutic sessions conducted with five students, aged from 11 to 13, with reading and writing impairments, from public schools located in the city of Florianopolis, Brazil.
Results:
results suggest that practice grounded in the perspective of enunciation and discourse, in meaningful contexts of language use, enables subjects to engage in written language in its discursive, formal and textual aspects. Additionally, group composition provides, besides the exchange of information, a sense of belonging that raises self-esteem, favoring the learning process.
Conclusion:
this study highlights how group work can provide gains, within the theoretical perspective in focus. Subjects, who would reject activities of reading and writing early in speech language therapy, started to rethink their difficulty issues, after participating in social practices of language, and gradually became proficient writers and readers.
KEYWORDS:
Child Language; Handwriting; Dyslexia