Dyslexia in education: Psychopedagogical Intervention

PINTO, Ana Cristina Cruz [1]

MATOS, Maria Almerinda Lopes de [2]

PINTO, Ana Cristina Cruz; MATOS, Maria Almerinda Lopes de. Dyslexia in education:
Psychopedagogical Intervention. – Multidisciplinary Core scientific journal of knowledge. Year
1. Vol. 9. pp 631-649. October/November 2016. ISSN. 2448-0959

SUMMARY

This article has as its focus to demonstrate the role of professional psychology in school and
how this can contribute to education with dyslexic students. It is necessary to have a
differentiated service in the classroom to recognize the needs of dyslexic students, this
service determines the teacher a character of mediator, researcher and agent of equality in
the classroom. This study aims to highlight the General learning disorders presented by a
student with dyslexia, accompanied by psychopedagogical intervention to overcome these
difficulties. The problems of this research was how to make the diagnosis of dyslexia and
what are their characteristics and strategies used with dyslexic students? We cover the
issues related to dyslexia, using some authors we clarified on what are such disturbances.
Also about dyslexia and his signs and characteristics. And then how to assist students with
dyslexia, and has been reviewed a study about child dyslexia. Finally it was discussed the
forms of psychopedagogical intervention to children with dyslexia, and also the role of the
school and the family about children affected by dyslexia. Was analyzed the performance of
the pedagogy and professional contributions through interventions, as well as, the
psicopedagógicas strategies in a child with dyslexia.

Keywords: Dyslexia. Psychopedagogical intervention. Education.

1. INTRODUCTION

This paper aims to highlight the learning disorders presented by a student with dyslexia,
accompanied by psychopedagogical intervention to overcome these difficulties. The theme
was chosen, because it is a learning disorder "Dyslexia", which caused us a hiccup in
highlighting the problems between the school and the family, considering that this difficulty
can occur in any school environment, age group and with respect to different fields of

www.nucleodoconhecimento.com.br
 Dyslexia in education: Psychopedagogical Intervention

knowledge. Given this, it is considered an important topic to be researched in the graduate,

which under the light of literature and concepts about dyslexia, it was possible to explore the
learning difficulties.

It is intended to analyse some of these strands within a psychopedagogical approach, and

demonstrate the role of professional psychology in school and how this can contribute to
education, according to Gonçalves (2005), "much of the psychopedagogical intervention will
be to seek the talents of Dyslexic, after all the failures, no doubt, he already knows them
well," within this context which will investigate , describe and learn about the causes and
consequences, from a psychopedagogical intervention, performed in the child's home, for
this investigation was used a case study with a student literacy.

So this study get expected result, made necessary the use of qualitative research, which
described the analysis of the data collected, clarifying in a broad view the whole context of
the case study in the child's home. Specifically in the classroom. It used the bibliographical
research or secondary sources, which covered spare information which had the purpose of
putting the browser in direct contact with all that was written, said or spoken. Is
phenomenological slant, with descriptive basis about all of the features presented by various
authors about dyslexia, containing a range of theoretical foundations, this was developed to
provide greater familiarity with the theme showing dyslexia in education: Psychopedagogical
Intervention, and this issue is fundamental to education.

In the theoretical framework was approached about the point of view of some authors on
learning disorders, and about the definition of Dyslexia, obtained through research in books,
digital library and on the internet. Through studies it was found that dyslexia is a disorder
that affects most school-age children, and that with a diagnosis and the help of professionals
and family the child may develop without major problems.

The reason for this study is the interest in learning difficulties, particularly dyslexia and the
need for a diagnosis of children with problems of reading and writing in school everyday to
check if you are dyslexic and find ways to work with them to have success in their learning
through a psychopedagogical intervention. Became relevant because it helps this student to
initiate the use of organization of contents schemes, in particular on matters with a lot of
information concepts as well as a narrative or descriptive text. Serving as the basis for future

www.nucleodoconhecimento.com.br
 Dyslexia in education: Psychopedagogical Intervention

academic work in the field of educational psychology.

2. DYSLEXIA

Dyslexia is a problem detected in children with reading difficulties. Is difficulty learning

language feature in spelling, reading, numeracy, social and language written in expressive
language.

According to American Psychiatric Associations (2000):

Dyslexia is a specific learning reading disorder, whose main characteristic is the school
performance below the expected to the chronological age, intellectual potential and
education of the individual. (AMERICAN PSYCHIATRIC ASSOCIATIONS, 2000).

Dyslexic students, beyond the low academic achievement suffer from social and emotional
problems. Has difficulty remembering the name of letters, numbers and colors, swap the
phonemes, overlap in time to perform calculations among other factors contributing to the
poor performance in the classroom.

3. DYSLEXIA AND HIS SIGNS AND CHARACTERISTICS

There is a lack of resources in most schools, the classrooms are overcrowded and teachers
most often do not give account to meet the difficulties of the students individually, making it
harder to detect dyslexia in a student.

Children with dyslexia confuse letters and often demonstrate difficulties of words and in the
recognition of phonemes and letters.

According to Salgado, Lima and Ciasca:

The main characteristics observed in Dyslexia are: changes in naming speed of verbal
material and phonological memory of work, difficulties in phonological awareness (rhyming,
phonemic segmentation and transposition), read below the level expected for age and
education level, written with phonological and orthographic changes, good performance in
arithmetic reasoning, intellectual level in average or above average , neuropsychological

www.nucleodoconhecimento.com.br
 Dyslexia in education: Psychopedagogical Intervention

deficits in memory, attention, perceptual functions supported visual (problems in the

selection and recruitment of cognitive resources needed for the processing of visual
information) and executive functions (planning, operating memory, ability to change of
cognitive strategies, self perception of errors). (LIMA, R. F.; Salty. C. THE; CIASCA, S. M).

4. HELPING STUDENTS WITH DYSLEXIA

Every effort is valid to teach a Dyslexic student to read and process information much more
efficiently. You must use appropriate methods much more efficiently. You must use
appropriate methods for dyslexia can be put down.

The role of parents and teachers, is to identify this disorder and seek to understand the way
they learn, dyslexia, needs a proper treatment.

In every treatment it is important to emphasize the identification of sounds, reading aloud

with the help of an adult to fix them again and again.

According to Tavares (2008):

The teacher should read the child's activities in such a way that he doesn't underestimate his
ability. Oral responses are the best of their ability than the written work. The evaluation
should be made according to your knowledge and not with its difficulties and its misspellings.
(Tavares, 2008, p 22).

The action of the teacher shall be required for the construction of student learning Dyslexic,
because that way, understand the specificities of each students, evaluate according to his
advances, finally, recognizes these step-by-step progress.

It is important to note that students receive stimuli for all his achievements in learning, so,
they're going to creating tactics to make progress in their learning, they can become a lot
more confident.

We must also develop other strategies to improve student achievement as: respect the pace
of learning, always say that the child is smart and never say she is slow or not smart, work
with activities to develop phonological awareness in the classroom, regardless of subject,

www.nucleodoconhecimento.com.br
 Dyslexia in education: Psychopedagogical Intervention

encourage self-confidence and stop read out loud in front of colleagues so that they are not
embarrassed in front of everyone.

5. THE CHILD AND DYSLEXIA

"Thanks to piagetianas theories or haven't seen Dyslexic constructivists as a patient or

patient, but as someone that presents difficulty in learning written language at the time of
the writing system (fairly complex) and with the speakers of your native language (marked
by regional diversity, for example).

Most of the diagnoses of dyslexia cases usually occurs in children at school age. According to
surveys, 20 percent of the children suffer from dyslexia, what do they have great difficulty in
learning to read, write and spell. But that doesn't mean they are less intelligent, unlike many
of them present a degree of normal intelligence or even superior to the majority of the
population.

EStill (2005) stresses that it is necessary to have a special attention to children who like to
chat, are curious, understand and speak well, but appear to lack of interest in reading and
writing. According to her, it would be interesting, in the case of children readers, offer the
same mathematical problem, written and oral, and compare the answers, often found
different answers, correct in oral question on the same question written and incorrect.

It is important and necessary that parents and educators are aware that a high number of
children suffers from dyslexia, and must learn to identify the signs that indicate that a child is
Dyslexic, and no lazy, unintelligent or malcomportada. For this we will look at some forms of
intervention, what is the role of the school of the parents and teachers regarding child
Dyslexic.

6. PSYCHOPEDAGOGICAL INTERVENTION

According to the Portuguese Association of Dyslexia, founded in 2000, which aims to promote
research in the area of dyslexia, train professionals better able and intervene in children,
young people and adult dyslexics, intervention in children with dyslexia can start with the
formation specifies educators with respect to knowledge of the field of pedagogy, didactics
and special pedagogy. Can also be made a case assessment steps, analysis of data on school

www.nucleodoconhecimento.com.br
 Dyslexia in education: Psychopedagogical Intervention

history, do the follow up of the child, through work aimed at better self-esteem and academic
achievement of the child, also monitoring of parents in order to explain and advise on the
problem, with the help of parents propose activities of reeducation and preventive
intervention , and also the early assessment.

According to Gonçalves (2005), a large part of the psychopedagogical intervention will be to

seek the talents of Dyslexic, after all the failures, no doubt, he knows them well. Another task
of the psychopedagogical clinic is to help this person find compensatory modes of learning.
Games, shared readings, specific activities to develop writing and memory and attention
skills are part of the process of intervention. As the Dyslexic know capable of producing
process can advance learning and start the rescue their self-esteem.

In children dyslexia reading needs to be taught, through appropriate methods and treatment
with attention and affection dyslexia can be defeated. The sooner you start treatment less
difficulties they will have to learn to read. Dyslexia cannot go unnoticed because it is not
healed without a proper treatment, when treated early, children outweigh the problems and
resemble those that never had any learning disorder.

Various programmes have been developed to cure dyslexia, most treatments emphasizes
assimilation of phonemes, Word development, to improve understanding and fluency in
reading. These treatments help the Dyslexic to recognize sounds, syllables, words and
phrases. You can make the child Dyslexic read aloud with an adult so you can correct it, to do
so, it is important to remember that this process is laborious and requires a lot of attention
and repetition, but that certainly will yield good results.

According to Snowhing et al. (2007, p. 251), the various forms of existing intervention, the
combination of training in phonological awareness with the systematic reading instruction is
apparently the most efficient, but it will depend in a large part of the difference of each
individual variations such as age, levels of phonological processing, if the child has difficulty
speaking and currents of language, Visual and semantic skills , among others.

With respect to who should carry out the intervention in children with dyslexia, a lot will
depend on the age of the child and of the symptoms presented, because the management
team changes over time, depending on how to develop the child's difficulties, but

www.nucleodoconhecimento.com.br
 Dyslexia in education: Psychopedagogical Intervention

traditionally, educators have been more involved in the management of children with specific
learning difficulties. (Snowhing et al., 2007, p. 252). Therefore it is necessary to the
knowledge of the education professionals regarding dyslexia and how to act when the child is
Dyslexic.

7. THE ROLE OF THE SCHOOL

The school is seen as the first time the child is concretely, inserted in society, after being a
member of the nuclear family. But unfortunately we realized that the traditional school has
not been able to meet even the students who are in normal conditions, is even more difficult
to deal with those who have a learning disorder such as dyslexia.

For Piaget (1990), the student is a guy who compares, delete, ordering, categorizes. Recasts,
formulates hypotheses, rearranges, rebuilds and constructs, in action (thinking), or
internalized in effective action, according to their level of development. For Vygotsky (1987),
is the guy who builds everyday relations world readings necessary for the response of his
time.

For the school, the student is not the starting point for learning. However, the level of the
subject's cognitive development is variable important in determining their assimilationist, one
of the major problems in the teaching of the schools is to treat different people equally.
Although the construction of rigid curricula and contents previously established easier, this is
not the ideal proposal, since not all children can follow the same curriculum. It is necessary to
work to create educational projects incorporating diversity in decision-making. A way to meet
the diversity among children would make a survey among the students, as psychomotor
tests, easiness, learning level evaluation and others, in order to meet the characteristics of
individual students and prevent the development or intensification of possible learning
disorders.

For students who have specific learning difficulties such as dyslexia, the school needs to
provide for extra time to support them, this support needs to be understood by them as a gift
and not as a punishment, it is necessary for the student to understand that the construction
of knowledge is done in stages, and to skip these steps or do them inappropriately not enable
them to reach new stages.

www.nucleodoconhecimento.com.br
 Dyslexia in education: Psychopedagogical Intervention

The school can perform some actions in order to promote the development of every child
considering the peculiarities of each of them as, for example: carry out adjustments in the
classroom including the assignment of special places, alternative or modified school tasks
and evaluation procedures also modified; purchase of special equipment; creation of special
education strategies with different schedules and methods geared to the child's difficulties
specifies; Special attention to children with learning disorders; teaching materials and playful
jokes, work with the respect of the students for children facing disturbances are not
discriminated against or labelled by others; greater availability of didactic material;
professional preparation of teachers; support psychology, among other actions that will
contribute to the better development of children.

The joke to Vygotsky, "your child learns a lot when playing. Which apparently she does just to
distract or waste energy is actually an important tool to develop cognitive, emotional, social,
psychological "(1979, p. 45).

One can see that through the words of the author to the importance in the life of the child
and the need that the child must be respected while play, because your world is mutant and
is in permanent oscillation between fantasy and reality.

According to Ribeiro (2008, p. 49) when the teacher receives a Dyslexic student in the
classroom, should above all be aware that he is a smart student and able to learn. The
teacher must first focus on multi-sensorial teaching/learning methods, given that students
with this disorder learn best through different sensory modalities. Secondly, the teacher must
promote a positive view of reading, since this is the most frustrating for Dyslexics. Third, the
teacher should seek to minimize the effect that the diagnosis of dyslexia can cause the child
and others, which may affect the self-esteem of the child. Fourth, there must be a correct
reading standards, to serve as a model for the child with dyslexia, and there should also be a
reinforcement by teachers, of the fundamental reading skills, since this is the basis of the
problem of children with dyslexia.

According to Ribeiro (2008), through the use of reading, a child will have the potential to
develop a bigger motivation for reading. It is important to remember that what is transmitted
to the child should have a meaningful context, since the child Dyslexic has trouble retaining
information, but if it is taught in a significant context for it, will be more likely to remember

www.nucleodoconhecimento.com.br
 Dyslexia in education: Psychopedagogical Intervention

the content. Rhymes and songs are excellent resources for students with dyslexia learn
lyrics, rhymes and songs using repeating patterns which makes reading is enjoyable and
accessible to children with dyslexia.

With exercises to develop perceptual domains, language and motor skills, will allow the child,
can improve their performance in reading and writing, and improve school performance. The
AND (National Association of Dyslexia), also shows some tips and helpful hints for teachers, it
is important that the school and the teacher encourages the student to restore confidence in
herself, appreciating what he likes and does well done, the teacher can also highlight the
successes, to value the effort and interest, assigning him tasks that can make the student
feel useful , talk about their difficulties, respect the student's pace, and show interest in him
as a person, these tips can help Dyslexic child to develop.

The evaluation is another aspect that children with dyslexia have difficulties, since they can't
read all the words of the questions of the test and are not certain about what is asking for the
test, they have difficulties in writing the answers and can't finish before within the stipulated
time. For both the teacher can read the questions along with the student so that he
understands what was asked, give time to take the test with easy, to collect the evidence
check the answers and confirm with the student what he meant with that wrote their
answers, noting and enhance the student's production, because apparently meaningless
phrases and incomplete words do not represent concepts or wrong information , and can also
perform oral assessments, and in this way facilitate your learning. But it is important that
there is also the concurrent tracking of parents and educators in the development of children
with dyslexia.

8. THE ROLE OF THE FAMILY

The family is a fundamental structure for the development of any child. And plays a key role
in the process of teaching a child with dyslexia, and provides you with various and alternative
instruments in language acquisition.

If necessary a differentiated and multidisciplinary work, as well as the cooperation of family

members, friends and teachers for this individual is included and you can perform all
activities so full and not feel differentiated by having a particular difficulty as a result of such

www.nucleodoconhecimento.com.br
 Dyslexia in education: Psychopedagogical Intervention

disorder, because this difficulty cannot imprison him to perform such actions

The AND (National Association of Dyslexia), provides some suggestions for how parents can
help their children with dyslexia. One of the ways is to be positive and find out everything
you can about the development of children, seeking professional help when necessary,
develop a good relationship with teachers and seek ways to help. Help the child to do things
for themselves, will help in its autonomy, teach him to better organize time, be patient with
respect to the progress the child do can also be of help. It is also important that parents pay
attention because the child Dyslexic can often be called stupid or lazy, be late for
appointments, have frustrations in schoolwork, and parents can help them win most of these
disappointments since they realize in time, since the child Dyslexic makes a great effort in
school, may be more tired and parents can assist for her to have a lazy day , it's good to
remember that although the child with dyslexia need much attention, it's not good to give
more attention to her than to his other family members.

To help in practical way, parents can read to their children, regardless of age, since many
Dyslexics don't understand what they're reading. Help him develop some interest I may have
for art in General, such as theater, music, watch TV, videos with the child and then talk about
what they saw, encourage the free activities and praise, motivate and encourage self-
confidence and self-esteem of the child, that way the parents will be a great help and will
help in education and development of these children.

9. THE ROLE OF THE STUDENT

It is known that the schools have difficulties in promoting the learning of children with
difficulties and learning disorders and that the institutional finance is a professional prepared
to support this type of institution in relation to the diversity of students, with it we will
examine how the student can interfere in this reality, that the school failed to improve.

The role of the Counselor is to act, always focusing on student learning and not his problem,
maybe this is the mistake of educational institutions to try to intervene in the problems of
their students.

The objective that all educational pedagogy education professionals, whereas directors,

www.nucleodoconhecimento.com.br
 Dyslexia in education: Psychopedagogical Intervention

teachers and pedagogical coordinators rethink the role of the school facing the difficulties of
children and the various factors involved in a learning situation. (OSTI; JULIUS; TORREZIN;
SILVEIRA, p. 1, 2005).

The work of a student is directly related to the teaching-learning process, in which are
involved: the teacher and the student.

With respect to the role of Pedagogy Sanchez and Soares (2012, p. 1) define the best way:

The role of Pedagogy and education is to establish paths between opposites that links know
and don't know and these actions should happen in the context of the individual, the group,
the institution and the community, with a view to learning and, therefore, it is also the task of
the educational psychology.

With this definition becomes clearer the role of computers in the school institution, and may
in aid in making decisions in the course of his career. With this definition and with the help of
big names of psychology and Pedagogy is that can build do psychology.

9.1 interventions and psicopedagógicas strategies in children with dyslexia

The term dyslexia comes from the Greek dys-, which means difficulty, and-lexia meaning:
Word, therefore, dyslexia = difficulty with the word. According to Capretz (2012) it can be
acquired or since birth and is neurological in origin. It is not a problem associated with the
attention or memory, is neurological and genetic.

Dyslexia is one of the most learning disorders. To explain better what is dyslexia Birth, Birth,
Santana and Barbosa (p. 2, 2011) complete:

[..]Dyslexia is a specific disorder, being characterized by difficulty in accurate and/or fluent

word reading, writing and the skills of decoding, interfering in the expansion of vocabulary
and general knowledge, when compare subjects with all preserved and other skills with
reading and writing disorders with the same age, schooling and level of intelligence.

It is important to note that people with dyslexia have normal intellectual level, as well as
Birth, Santana and Barbosa (p. 2, 2011)[..]: "present intellectual potential average or even

www.nucleodoconhecimento.com.br
 Dyslexia in education: Psychopedagogical Intervention

higher, and does not have any kind of sensory deficit or neurological disabilities.

Being a condition, or disorder, reading and writing is usually noticed in children in literacy, or
soon after this phase is over, when parents and teachers note that the child is not keeping up
with the class and not alfabetizou.

Psychopedagogical intervention, before being applied should be planned, as well as all the
work. Part of psychopedagogical intervention strategies and methodologies suitable for each
case and for each person. In the case of Dyslexics is no different, the Counselor should plan
the means by which he will promote student learning, and second Capretz (2012) the best
way of working with a Dyslexic is exploring multi-sensory learning with the playful, IE using
other channels other than the vision, for example, walking with the child on a letter Let her
interact with the tactile box, make Jell-o in the form of the letters, make a soup of letters,
blindfold the child to her trying to figure out with the finger in the shape of any letter or
Word, paste or string beans on top of the letter etc. But it is highly recommended by the
author "out of paper" and switch activities with noodles and orality, for example, the student
focus is student learning, with that we should not focus all our work on the problem, but
rather, as the words hit us complements:

It is common to pay more attention to the difficulties, as they leap to the eye with more
evidence that the potential. We can start thinking about the difficulty of learning by students
' successes. Thus, experiencing some success, we can open a door to building a positive link
with other areas of learning that our student needs to improve. Let's discover the talents of
our students and focus on them. (SILVA, p. 2, 2013).

All these suggestions are playful shapes, because the work of the Counselor is and should be
fun for the child to develop with other sensory means. Obviously you cannot also do only
these options presented, ideally merge always, for which the child is introduced to the world
of letters without notice.

METHODOLOGY

This study can be considered as qualitative, because there's no way interest measure
variables, because its purpose is related to the understanding and interpretation of the

www.nucleodoconhecimento.com.br
 Dyslexia in education: Psychopedagogical Intervention

process, being necessary the use of statistics, because, it allows to work with and feelings of
those involved in the study, because, according to Minayo (1994, p. 21; p 22):

The qualitative research responds to very particular issues. She worries, in the social
sciences, with a level of reality that cannot be quantified, that is, she works with the universe
of meanings, motives, aspirations, beliefs, values and attitudes, which corresponds to a
deeper space relations, processes and phenomena that cannot be reduced to the
operationalization of variables.

In this work, we used the Foundation of phenomenological method. Second Prodanov and
Cristiano (2013) p. 36 "is to show what is given and in illuminating this data". "It does not
explain by laws or deducts from principles, believes what is present to consciousness: the
object" (GIL, 2008. p. 14).

As for the technical procedures used for the formation of this work, we will use the
bibliographical study that will focus on theoretical contributions of several authors who
performed articles and dissertations and theses on the child with dyslexia. As Malik (2000, p.
28): "it is therefore a study to learn about the scientific contributions on the topic, aiming to
collect, select, analyze and interpret the existing theoretical contributions on the
phenomenon researched".

The data from this study were analyzed by means of the "descriptive research that aims to
describe the characteristics of a population or phenomenon or establishment of relations
between variables Pro[…]danov and Cristiano (2013, p. 98) that describes the interpretation
and classification of data collected during the literature search.

Was also performed a case study, which, as Gil (2008, p. 58), "is characterized by deep and
thorough study of one or a few objects, in a way that allows large and detailed knowledge",
at the child's home.

FINAL CONSIDERATIONS

The learning disabilities and language changes can be diverse, although studies indicate that
neurological factors are the main causes.

www.nucleodoconhecimento.com.br
 Dyslexia in education: Psychopedagogical Intervention

Need to get knowledge about dyslexia for dyslexic students to service, since that way your
learning be guided by professionals in the area of education and health along with family
support.

The teacher must develop pedagogical actions for dyslexic students to enhance their
educational and personal development.

We must develop strategies so that these students can understand the content through
games, materials that stimulate their interest. The staff of schools should be prepared to
receive that child and learn to diagnose this disorder. Being necessary to monitor and
intervene psychology professionals, aiming to meet the child with dyslexia.

And one of the main learning disorder dyslexia is characterized by learning disorder in the
area of reading, writing and spelling, and as research conducted in this work it was found
that dyslexia is also genetic and hereditary, so if the child present some symptoms are
difficulty with language and writing, difficulties in copying of books and slate , exchange of
letters in handwriting, confusion between left and right, good performance in oral evidence,
etc., it is important to seek help through appropriate professionals, because the sooner you
make the diagnosis and treatment of dyslexic children better their development and prevent
disorders the school life of the child.

The acting educational institutions psychopedagogical is important especially in the

prevention of problems and learning disorders, because since it prevents the need to treat,
which greatly facilitates the process of teaching and learning at school. Every school should
rely on educational psychologists on their staff.

When working with students with dyslexia there are a number of ways, methodologies and
strategies for use with this specific disorder of reading and writing, but if the student does
not have the ability to note that every case is different, he will not succeed in their profession
and in their care.

It is vital that educators are aware of dyslexia and learning disorders so that they can make
the correct diagnosis and intervene in the right way, thus making the student, a fellow
independent and self-sufficient. It is important to remember that being Dyslexic is human

www.nucleodoconhecimento.com.br
 Dyslexia in education: Psychopedagogical Intervention

condition and each has their way of being and to learn, and it is the responsibility of the
educator help in the way of student learning.

So, know that dyslexia is not a disease, but a disorder, not contagious and capable of
intervention, is the first step to understanding and demystification of this vast, complex and
contradictory universe of Dyslexic.

It's a job that deserves lots of love and dedication on the part of the teacher, but you have to
realize in the course of the way forward in the construction of their learning, under guidance,
of course, the teacher's pedagogical practice to understand dyslexia.

BIBLIOGRAPHICAL REFERENCES

National Association of Dyslexia. In: http://www.andislexia.org.br/hdl6_12.asp. Access held in

8/2/2015.

American Psychiatric Association. Diagnostic and statistical manual of mental disorders: DSM-
IV. Washington, DC: American Psychiatric Association; 2000.

CAPRETZ, Nancy. Problems and Learning disorders. Department of graduate studies and
Extension. Valinhos, SP: Anhanguera Educacional, 2012. Available in: <http:
anhanguera.com="">.</http:> Access in: 8/1/2015.

CIASCA, S.M. Learning Disorders: an interdisciplinary assessment Proposal. Campinas: Home

of the Psychologist, 2003.

ESTILL, c. a. DYSLEXIA, the many faces of a language problem, 2005. Available at:
http://www.andislexia.org.br/hdl12_1.asp. Access held in 8/2/2015.

GIL, Antonio c. methods and techniques in social research. 6. Ed. São Paulo: Atlas, 2008. p.
14; PAG. 58.

GAUTAM, A.M.S. The child is dyslexic and psychopedagogical clinic. Available at:<http:
www.andislexia.org.br/hdl12_1.asp="">accessed: August 1, 2015, 1:30 pm.</http:>

www.nucleodoconhecimento.com.br
 Dyslexia in education: Psychopedagogical Intervention

LIMA, R. F.; Salty. C. THE; CIASCA, s. M Updates on dyslexia. Available at:<http:

portalcienciaevida.uol.com.br/esps/edicoes/38="">accessed: 01 mai. 2015, 1:30
pm.</http:>

MALIK, Gilberto de Andrade. Manual for preparation of monographs and dissertations. 2 ed,.
São Paulo: Atlas, 2000, p. 28.

MINAYO, m. C.de n. [et al.](ed.) social research: theory, method ecriatividade. 2. Ed. Rio de
Janeiro: .1994 Voices, p. 21; p. 22.

BIRTH, Raquel t. a.; SANTANA, T. b.; BARBOSA, Anna Carolina C. Psychopedagogical

intervention is effective in children with developmental dyslexia? Educational Psychology
magazine, São Paulo, p. 1-11, 1 jul. 2011. Monthly. Available in: <http:
www.abpp.com.br/artigos/121.pdf="">.</http:> Access in: 05 Aug. 2015, at 10:00.

OSTI, A.; JULIUS, A. A.; TORREZIN, L. J.; SILVEIRA, C. A. F. The role of the Student in
educational institutions: case studies. In: Journal of education. v. VIII, n. 8, set. 2005, p. 1.

Piaget, Jean. Genetic epistemology. São Paulo: Martins Fontes, 1990.

Six studies of psychology. Lisbon: Publicações Dom Quixote. 1990.

SNOWLING, Margaret; STACKHOUSE, Joy. Dyslexia, speech and language – A Professional

Manual. Translation Magda Lopes France. Porto Alegre: New Haven .2004.

RIBEIRO, Pauline Lee. The Dyslexic Child and the School. 2008. Monograph (post graduate in
special education) of education Paula Frassinetti, Oporto, 2008, p. 49.

PRODANOV, Cleber Cristiano. Methodology of scientific work[recurso eletrônico]: methods

and techniques of research and scholarly work/Cristiano Prodanov, Ernani Caesar-2. Ed.
Feevale, Novo Hamburgo: 2013, p. 36 and p. 98.

SANCHEZ, Theron C. B.; SOARES, Matheus. The contribution of the Student in the school
context. Available in: <http: www.abpp.com.br/artigos/108.html="">.</http:> Access in: 27
jul 2015.

www.nucleodoconhecimento.com.br
 Dyslexia in education: Psychopedagogical Intervention

SILVA, Vanessa Ferreira. Problem: possible interventions Psicopedagógicas. Available in:

<http: www.profala.com/arteducesp108.htm="">.</http:> Access in: 7 Aug. 2015, 6:00 pm.

VYGOSTSKY, Lev Semenovich. The social formation of mind. 6. Ed. São Paulo: Martins Fontes,
1979, p. 45.

VYGOSTISKY, l. n. thought and language. São Paulo: Martins Fontes, 1987.

Tavares, h. v. Educational Support to children with special educational needs, São Paulo,
2008, p. 22. Available at:< http://www.crda.com.br/tccdoc/43.pdf=""> </> accessed: 02 mai.
2015 at 16.

Available at:< http://www.pediatriaemfoco.com.br/posts.php?cod="75&cat=5"> </>

accessed: 03 of Aug. 2015, 12:00.

Available at:<http: www.profjoaobeauclair.net/visualizar.php?idt="112397203"> accessed:

02 Aug</http:> 2015, 12:00.

Available at:<http: www.appdae.net/=""> accessed: 02 Aug</http:> 2015, 12:00.

Read more at:

http://www.webartigos.com/artigos/o-papel-do-psicopedagogo-suas-intervencoes-e-estrategia
s-em-alunos-com-dislexia/120569/#ixzz3iXNsdPnb

[1] He holds a Bachelor's degree in pedagogy from the Federal University of the Amazon
(1997) and master's degree in education from the Universidade Federal do Amazonas (2008).
He is currently Professor at the College of Manaus, a professor at the Federal University of
Amazonas and coordinator of the Metropolitan College of Manaus, working mainly on the
following theme: production, domain, rules

[2] He is currently a professor at the Faculty of education of the Federal University of

Amazonas (UFAM/FACED) in category 4 Level Deputy, linked to theories and Fundamentals
(FTD). Is founding Coordinator of the Center for studies and research in educational
psychology (NEPPD), a researcher of the study group and public policy Research and
education (GPPE/UFAM). Part of the Brazilian Association of Autism (OPEN), Member of the

www.nucleodoconhecimento.com.br
 Dyslexia in education: Psychopedagogical Intervention

Brazilian Society of Psychomotricity (ABP), Brazilian Association of researchers also in special

education (ABPEE).

Rate this post

www.nucleodoconhecimento.com.br