<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0103-8486</journal-id>
<journal-title><![CDATA[Revista Psicopedagogia]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. psicopedag.]]></abbrev-journal-title>
<issn>0103-8486</issn>
<publisher>
<publisher-name><![CDATA[Associacao Brasileira de Psicopedagogia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0103-84862025000100065</article-id>
<article-id pub-id-type="doi">10.51207/2179-4057.20250006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Caracterização de erros ortográficos em escolares com queixas de dificuldade de aprendizagem]]></article-title>
<article-title xml:lang="en"><![CDATA[Characterization of spelling errors in students with learning difficulties complaints]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Anjos]]></surname>
<given-names><![CDATA[Ana Beatriz Leite dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Messias]]></surname>
<given-names><![CDATA[Bárbara Louise Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lemos]]></surname>
<given-names><![CDATA[Flávia Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azevedo]]></surname>
<given-names><![CDATA[Anna Irenne de Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alcântara]]></surname>
<given-names><![CDATA[Hellen França]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nascimento]]></surname>
<given-names><![CDATA[Bárbara Tavares do]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Azoni]]></surname>
<given-names><![CDATA[Cíntia Alves Salgado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte Departamento de Fonoaudiologia ]]></institution>
<addr-line><![CDATA[Natal RN]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte Departamento de Fonoaudiologia ]]></institution>
<addr-line><![CDATA[Natal RN]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte Departamento de Fonoaudiologia ]]></institution>
<addr-line><![CDATA[Natal RN]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte Departamento de Fonoaudiologia ]]></institution>
<addr-line><![CDATA[Natal RN]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte Departamento de Fonoaudiologia ]]></institution>
<addr-line><![CDATA[Natal RN]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte Departamento deFonoaudiologia ]]></institution>
<addr-line><![CDATA[Natal RN]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte Departamento de Fonoaudiologia ]]></institution>
<addr-line><![CDATA[Natal RN]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>42</volume>
<numero>127</numero>
<fpage>65</fpage>
<lpage>73</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&amp;pid=S0103-84862025000100065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://pepsic.bvsalud.org/scielo.php?script=sci_abstract&amp;pid=S0103-84862025000100065&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://pepsic.bvsalud.org/scielo.php?script=sci_pdf&amp;pid=S0103-84862025000100065&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo  O estudo teve como objetivo traçar o perfil de erros ortográficos de escolares de uma escola privada no Nordeste/RN/Brasil, com queixas de aprendizagem, em várias escolaridades presentes na amostra, e verificar a natureza e os tipos de erros predominantes.  Método  Participaram do estudo 20 crianças, com idades entre 7 e 15 anos, do 1º ao 9º ano do Ensino Fundamental I e II. Todos os escolares apresentaram queixa de dificuldades em leitura e escrita. As crianças foram divididas em 8 grupos, referentes às escolaridades presentes na amostra, e avaliadas por meio do protocolo Avaliação de Leitura de Palavras e Pseudopalavras isoladas (LPI). As palavras escritas pelos participantes foram analisadas e caracterizadas de acordo com a análise padronizada de Zorzi.  Resultados  Os resultados mostraram uma maior frequência de erros de omissão de letras, sugerindo uma imprecisão na apropriação das representações fonológicas. Isso indica que crianças com dificuldades de aprendizagem têm principalmente dificuldades na manipulação dos sons da língua, apesar do ensino privado enfatizar as regras ortográficas.  Considerações  Os resultados destacam a importância de descrever os erros ortográficos de crianças com dificuldades de leitura e escrita para um melhor diagnóstico e intervenção.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Summary  Objective  The study aimed to outline the profile of spelling errors among students from a private school in Nordeste, Rio Grande do Norte, Brasil, who reported learning difficulties, across various educational levels represented in the sample, and to ascertain the nature and predominant types of errors.  Methods  Twenty children aged 7 to 15 years, from 1st to 9th year of Ensino Fundamental (Elementary Education) I and II, participated in the study. All students reported difficulties in reading and writing. The children were divided into 8 groups, corresponding to the educational levels represented in the sample, and were assessed using the Word and Pseudoword Reading Assessment protocol (LPI). The words written by the participants were analyzed and characterized according to Zorzi&#8217;s standardized analysis.  Results  The results showed a higher frequency of letter omission errors, suggesting an imprecision in the acquisition of phonological representations. This indicates that children with learning difficulties primarily struggle with manipulating language sounds, despite private education emphasizing spelling rules.  Considerations  The findings underscore the importance of describing spelling errors in children with reading and writing difficulties for better diagnosis and intervention.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escrita Manual]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento da Linguagem]]></kwd>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Handwriting]]></kwd>
<kwd lng="en"><![CDATA[Language Development]]></kwd>
<kwd lng="en"><![CDATA[Literacy]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
</kwd-group>
</article-meta>
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<article-title xml:lang=""><![CDATA[Caracterização dos erros ortográficos em crianças com transtorno de aprendizagem]]></article-title>
<source><![CDATA[Revista CEFAC]]></source>
<year>2008</year>
<volume>10</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>321-31</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
