Abstract

ZORZI, Jaime Luiz  and  CIASCA, Sylvia Maria. Orthographic alterations: are there specific errors for different learning disabilities?. Rev. psicopedag. [online]. 2009, vol.26, n.80, pp. 254-264. ISSN 0103-8486.

OBJECTIVES: To analyze the writing of children with learning problems to identify specific error profiles. METHODS: The writing of 64 subjects was evaluated by a multidisciplinary team and diagnosed as having some kind of learning problem: Deficit / Hyperactivity Disorder (28); Learning Difficulties (13); Learning Disability (7); Dyslexia (3); Associated Disorders (5) and Inconclusive Diagnostics (9). Age group ranged from 8,2 and 13,4 years, in average: 10,6 years. We evaluated subjects in alphabetical level with no intellectual decrease. The groups of problems were compared considering the frequency and distribution of spelling errors produced in writing situations. RESULTS: It was not possible to identify the most prevalent errors for each type of problem. There is a trend for forming blocks of errors, with multiple representations, omissions and oral assistance in the most frequent errors. The errors for inverting similar letters are the least found. The grouping of errors in the following categories: spelling, phonological or visual-spatial showed a trend to predominance of errors due to spelling errors. There is no significant difference among the basic spelling errors and the basic phonological errors, and such difference can be seen in relation to the visual-spatial nature errors. CONCLUSION: No typical errors were identified for each problem. The major presence of orthographic and phonologic misspellings indicates that these are the most complex aspects of learning. The few errors related to visual processes show that they are not typical of the reviewed problems.

Keywords : Learning disorders; Dyslexia; Writing; Attention deficit disorder with hyperactivity; Education.

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