Relação entre indícios de disgrafia funcional e desempenho acadêmico
Correlation between indication of disgraphy and scholarship performance
Sônia das Dores Rodrigues; Maria José Martins Gomes de Castro; Sylvia Maria Ciasca
Resumo
Objetivo: avaliar a relação entre sinais indicativos de disgrafia e desempenho acadêmico.
Métodos: foram incluídas no estudo 25 crianças, matriculadas na 3ª. série do ensino fundamental de uma escola pública da Região Metropolitana de Campinas/SP, sem histórico de lesão cerebral e/ou déficit intelectual. Quanto à idade, 21 tinham nove anos e quatro tinham dez anos; 12 eram do sexo masculino. A avaliação foi realizada por meio da Escala de Disgrafia (Lorenzini, 1993) e do Teste de Desempenho Escolar (TDE) (Stein, 2003).
Resultados: seis crianças apresentaram sinais indicativos de disgrafia. A maioria dos alunos teve desempenho acadêmico classificado como inferior em escrita (15/25) e em aritmética (10/25). As crianças com indícios de disgrafia (6/25) tiveram pior desempenho em escrita e aritmética no TDE, quando comparado às demais crianças, porém essa diferença não foi estatisticamente significativa.
Conclusão: conclui-se que, neste grupo, não foi possível estabelecer a relação entre baixo desempenho acadêmico com escrita disgráfica, uma vez que tal dificuldade também foi identificada também entre as crianças consideradas não disgráficas.
Palavras-chave
Abstract
Purpose: to evaluate the relationship between indicative signals of written difficulties and cadmic performance.
Methods: twenty five children, students from the 3rd grade in the elementary education school of a public school in the metropolitan area of Campinas/SP took part in this study (12 boys), with age varying between 9 and 10. The tools used for evaluation were the scale of written difficulties (Lorenzini, 1993) and the test of school performance (Stein, 2003).
Results: considering the group performance, it was verified that a great number of students had written academic (15/25) and arithmetic (10/25) difficulties. The children with indicative signals of written difficulties (6/25) had inferior performance in writing and arithmetic, when compared to the ones who did not have difficulties. However, this difference was not significant.
Conclusion: we can conclude that in this group, it wasn't possible to correlate academic difficulty to writing difficulty, since it was that such academic difficulty was also identified among the children who did not have written difficulties.
Keywords
References
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Submitted date:
08/14/2007
Accepted date:
02/14/2008
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