Indícios do processo de apropriação da escrita versus sintomas disléxicos

Abstract

In this paper, we consider language as an historical and social work that is capable of incorporating the individual and his specific appropriation, use and interpretation of written language strategies. We searched about which criterion of evaluation/diagnosis the school literature classified as dyslexic manifestations The critical investigation shows that these manifestations do not reveal a disturb, but the appropriation of the written language process. We also aim to analyse two cases of children labeled as dyslexic or as having learning problems. This analysis reveals evidence that both children can produce texts with referential and topic progression. They use different textual strategies and make many reflections about the orthographic language system. So, the signs of dyslexic symptoms are not relevant and, by the linguistic criterions used it is possible to affirm that these subjects cannot be considered as dyslexic, neither they have written language disturbs.