Barreto (2009 p.89) citing Bradley & Briant, comments ‘ ‘ children with dislexia are those that present problems when they try to learn to read and to write, even so are intelligent, fast and alertas’ ‘. To learn to read is one of the tasks most excellent of the school, and is in this space that if starts to detect the problem of the recognition of equivalence would decide fonema-grapheme. For the dislxico citizen the learning of the reading is always a slow and laborious process. It has, at last, a consensus enters the researchers of that, although not to still have cure for dislexia, it can be treated and be attenuated, and one of the functions and attribute of the psicopedaggica action is to elaborate plain strategies and of work to assist the dislxico citizen. The objective of this work is to revise literature specialized searching, beyond describing the dislexia and its manifestations, searching the theories that relate the fonolgica and dislexia conscience, in order to deepen the academic studies, and the scientific knowledge on this thematic one, and to apply them, whenever possible in the practical psicopedaggica. The employed methodology was the biographical research, as much in specialized magazines, as in books of neurocincias, recent articles published by the Brazilian Association of Psicopedagogia and the Internet. The dislexia consists of resultant alterations of discrete sensorial limitations or of anomalies in the dynamic organization of the responsible cerebral circuits for the vsuo-audio-motor coordination.

The acometidos individuals are carrying of specific differences of learning, if not treating, therefore of an illness and yes in a different way to think not one incapacidade’ ‘ (It hisses, 2009). For Estill, in accordance with Souza and Barreto (2009), the dislexia is a specific difficulty in the processings of the language to recognize and to command the sounds and the forms of the letters. For Fonseca (2009, p.340), ‘ ‘ One is about an unexpected difficulty of learning, and not incapacity, much less illness ‘ ‘. ‘ ‘ Dislexia is an upheaval of learning in the area of reading and writing and spelling and is pointed as the riot of bigger incidence in the room of aula’ ‘ (Barreto, 2009, p.88) the Word Federation of Neurology, in the citation of Rotta and Pedroso (2006, p.152) defines dislexia as ‘ ‘ an upheaval revealed for difficulty in learning of the reading, independent of conventional instruction or inteligncia’ ‘. In accordance with the National Association of Dislexia, the dislexia is a lack of ability in the language reflected in the reading, is not illness, is not caused due to intelligence, is a peculiar functioning of the brain. For Olivier (2008, p.48), in the neuropsicolgica vision the dislexia is an alteration in the processings central offices and peripherals and always caused by an injury, in some point of the brain, whereas, psicopedaggica vision recognizes a dislexia ‘ ‘ ocasional’ ‘ , caused for it estresse or excess of activities and ‘ ‘ characteristic dislxicas’ ‘ , that isolated they are not a serious problem, both passveis of treatment and cure. Common to all the definitions the fact of the dislexia to be a disfuno characterized for imperfection in the functioning of the process of the language, which is, a difficulty in establishing association between graphical signals (graphemes) and auditory signals (fonemas).

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