Análisis de la producción escrita de niños con síntomas de dislexia a partir de un enfoque Lingüístico-Cognitivo

Abstract

In this research, written for children with dyslexia symptoms discussed production, belonging to the second stage of basic school education "Pedro Julio Maninat" the municipality Cabimas- Zulia, from a linguistic and cognitive approach by diagnosing and classification of deviations found in the written production of such students, appropriating theories Cepeda (2009), Gutierrez (2006), Brown (2005) and Ferreiro (2008) who provide criteria for interpreting the written production of children. Methodologically, it was framed in a descriptive research with a non experimental design field and a sample of 70 children aged nine (9) and twelve (12) years, who provided data through written production. Among the techniques used for data collection was direct observation, document review on the symptoms of dyslexia and application of unstructured interviews spontaneously both children and teachers. It notes that, by analyzing the written production, can not effectively ensure that the student suffers from dyslexia, and that this deficiency is caused by multiple factors, however, 8.5% of infants faces serious difficulties in separating or properly connect words, confusion of letters and lack of parallel lines, which can be confused with this anomaly.

Keywords:

Written production Symptoms of Dyslexia Linguistic Approach - Cognitive

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