Resumo

MACHADO, Andréa Carla  e  CAPELLINI, Simone Aparecida. Characterization of the performance of children with learning disabilities in reading comprehension strategies. Rev. psicopedag. [online]. 2011, vol.28, n.86, pp.126-132. ISSN 0103-8486.

INTRODUCTION: The learning disorders have changes in skills such as word identification and decoding, reading comprehension, mathematical calculation and reasoning, which causes a significant impairment in school learning. OBJECTIVE: To characterize the performance of strategies related to reading comprehension in children with learning disabilities. METHODS: The study included twelve children from 3 to 7 years of elementary school in the city of Marília-SP, of both genders, aged 8 to 13 years of age. Data were collected in the Research Laboratory of deviations Learning Department of Speech Pathology, FFC / UNESP - Marília, SP. For the implementation of the tasks of reading comprehension was used to read a text followed by questions and answers. During the implementation of the task of reading comprehension errors were recorded and later counted in the following categories: Well, when was child's autonomy to carry out the task; East, when there was help for the researcher's verbal reading comprehension and deficient when the child did not perform the task of understanding. RESULTS: The results were analyzed descriptively. In this study we found that most children with learning disabilities received a poor performance by 80% and 90% in almost all strategies analyzed, and some of them reaching the percentage of 100%, i.e, none of the children were strategies perceived as the use of ability to address the phonological word and intonation. CONCLUSION: The results of this study concluded that the strategies related to reading comprehension of children with learning disabilities had a performance below that expected for their age and education showed that becomes important, future studies with larger samples of participants to investigate and identify strategies for reading texts in children with learning disabilities. The results could also maximize new research relating to the construction of interventions on reading comprehension.

Palavras-chave : Learning disability; Reading; Comprehension.

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