Disortografia e as dificuldades na escrita anos iniciais do ensino fundamental: uma análise bibliográfica

Abstract

Learning is directly linked to cognitive skills that, once deregulated, can harm human development. The aim of the work is to present, through bibliographical research, the importance of understanding the difficulties linked to dysorthography, analyzing and recognizing in depth students with this difficulty. Proceeding from an investigation composed by the authors cited in the course of this work, it is understood that dysorthography is a learning difficulty that often goes unnoticed in the classroom, especially in the initial years, it becomes relevant to reflect that this difficulty can be repaired with adequate follow-up and targeted to each person's situation, and discovered most of the time late, compromising the child's development in the school environment. The research seeks to make it easier for teachers to observe the development of writing, making them capable of dealing with characteristics similar to dysorthography.