Abstract

FONSECA, Vitor da. Dyslexia, cognition and learning: a lurian neuropsychological approach to dyslexia. Rev. psicopedag. [online]. 2009, vol.26, n.81, pp. 339-356. ISSN 0103-8486.

The author introduces dyslexia, defined as a specific learning difficulty differentiating the result, a global learning disability, based on the idea that this unusual difficulty, reveals a discrepancy of the intellectual potential, not a disability, that should be defined with on an intelligence quotient, equal to or greater than 80, excluding it clearly, from any categorization of the status field of disability or developmental difficulties and intellectuals. The difficulty of learning to read is presented as a dysontogenesis of the continuum of language development, covering the duplication of functions of spoken language (1^st symbolic system) in written language (2^nd symbolic system). Starting from the perspective of co-morbidity, dyslexia is seen as a problem that can present many problems of extraction, collection and processing of symbolic information, implying a range of cognitive skills, which include functional systems proposed by the Russian neuropsychologist A. R. Luria. Introducing Luria's functional systems, learning to read is addressed as a result of a systemic, ontogenetic, concatenated and the integration functioning of the three functional units, namely: the 1^st unit of attention and integration of optemes; the 2^nd unit of simultaneous and successive processing in conversion of phonemes and concomitant semantic networks, and finally, the 3^rd unit of planning, implementation and self-regulation, which operates the callback, control and expression of articulemes. The author suggests, based on the Luria model that the dynamic assessment of learning potential of children is equated from the profile of strengths and weaknesses revealed in the three functional units indicated profile that should be taken into account for further develop individualized intervention psychopedagogical strategies for each case.

Keywords : Dyslexia; Cognition; Learning.

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