Dislexia e leitura

Abstract

This research, born of the need of further study of dyslexia, seeking answers to the question of dyslexia disorder reflected in the subject dyslexic, sought information that could explain how the subject dyslexic, is affected in their self-esteem, because of reflections of their difficulty in reading the written language learning. The main objective was to understand the reading difficulties of dyslexic and its influence in the formation of self-esteem and consequent reflection on their school performance. Was investigated, the dyslexic in your school life with teachers and classmates, and their family life, with parents and siblings. The study of school and family relationships were the basis to explain the effects of their experiences in their self assessment. The research is classified as to their goals as a descriptive, qualitative nature, and as to their methodological procedures, as a literature supported by a field of study, the literature was formed by a selection of leading theorists who study relevant topics to search content as Shaywitz, (2006), Capellini; Conrado; Capano (2012) Capovilla & Capovilla (2000), Silva (2012), Sousa (2000, 2010), Valett (1989). The field study involved the use of semi-structured interviews with study subjects consisted of three professional experts who deal with dyslexic subjects, a dyslexic child's father and two dyslexic subjects. The research result showed that dyslexia because phonological decoding obstacles to the subject dyslexic, that no school and family support will not be able to overcome these obstacles by developing a negative perception of their learning potential, taking it, the formation of a low esteem which enhances their difficulties in reading the written language learning.

Date of Award	2016
Original language	Portuguese
Supervisor	OSCAR CONCEIÇÃO DE SOUSA (Supervisor)