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Revista Psicopedagogia

Print version ISSN 0103-8486


JARDINI, Renata Savastano Ribeiro; RUIZ, Lydia Savastano Ribeiro; RAMALHO, Walderlene  and  PAULA, Andrea Villela de. Neurolinguistics research protocol (PLIN): playful instrument for reading and writing skills. Rev. psicopedag. [online]. 2015, vol.32, n.97, pp. 49-60. ISSN 0103-8486.

The method of Boquinhas fonovisuoarticulatório was developed by the first author this is research, with the aim of literacy and rehabilitate reading and writing disorders. The Lince game of Boquinhas was designed to meet and train visual perception, phonological awareness, immediate memory, visual and auditory memory, visuospatial functions, cognition and reading / writing, among others. From the evidence observed in more than 10 years of clinical application of this game, were tabulated behavior trends presented by symptomatic individuals of dyslexia pathologies, disorder attention deficit and hyperactivity, intellectual disabilities, for the same behavior in asymptomatic subjects. These evidences were matched to manuals diagnosis and scientific sources with categorical classifications of these disorders. From this analysis, 26 questions were prepared with 5 items each, which analyze qualitative and quantitative the behaviors presented and reflect the most common responses given to compose the Lince Protocol Neurolinguistic Research (PLIN). The questions were grouped in 5 skills blocks: phonological awareness (HCF); visuospatial (HVE); reading and writing (HLE); immediate memory (HMI) and cognition (HCO). The first phase, of sample dimension, had 40 children of the state of Paraná, between 5 and 12 years old, divided equally in 4 groups of pathologies studied and the control group of asymptomatic. The second phase, for the preparation of behavior trends tables, included 296 children, of Distrito Federal. Data were compared in order to verify if there was a statistically significant difference between the four studied groups, for the publication of PLIN.

Keywords : Protocols; Reading; Writing; Dyslexia; Attention deficit disorder with hyperactivity.

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