Resumo

MENDES, Giulia Garcia; MELO, Renata Gonçalves; MAGRO, Rafael Ribeiro  e  MARTINS, Marielza Regina Ismael. Dyslexia beyond reading deficits: An exploratory study of creativity. Rev. psicopedag. [online]. 2023, vol.40, n.123, pp.346-354.  Epub 26-Ago-2024. ISSN 0103-8486.  https://doi.org/10.51207/2179-4057.20230033.

This paper was designed to explore how the differences in neural processing between dyslexic and non-dyslexic children are presented in practice, with a focus on creativity. This was done as a descriptive, exploratory cross-sectional cohort study with a sample of 50 school children, both genders, 25 (GD) dyslexic and 25 (GC) without the disorder. The instruments were two creativity authoring tests adapted to the objectives of the study and to the pandemic context. The dyslexic schoolchildren (GD) 14 (56%) were male, with a mean age of 10.25 and standard deviation (SD) of 1.25 years. There was no significant difference between the GD and GC groups in the tests of mental field expansion (p≥0.05) which showed little generation of ideas and perspectives. In the connection tests there was significant difference (p<0.05), with higher performance of unusual combination of ideas in GD. In reorganizing the mental field, the GD considered a greater number of elements beyond a specific context and, changing viewpoints (p<0.05). The GD showed a greater number of original responses (40%, n=10) compared to the CG (20%, n=5). These results were suggestive of greater creative abilities in the dyslexic group, but the reflection of the study reveals the need for an educational revolution that values divergent thinking and creativity, making education more inclusive.

Palavras-chave : Specific Learning Disorders; Dyslexia; Childhood; Neuroscience; Creativity.

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