Performance in the problems resolution involving the addictive concept in subject with developmental dyslexia

Abstract

Many children with reading and writing disorders present difficulty when it comes to problem resolutions, since understanding and communication go hand in hand. For a dyslexic child, accessing the lexicon and being able to separate it into categories may be the compensatory factor. The objective of this study was to classify the problem resolution performance of children with development dyslexia. This study was comprised of 12 students from ages 8 to 12, diagnosed with development dyslexia and divided into Control Group (CG), consisting of six students with no learning disorders, and Experimental Group (EG), consisting of six students with development dyslexia. The evaluation suggested four problem situations (Vergnaud) to be used as a check. They should be solved orally and through graphic representation. The results revealed that all students presented control over the base ten concepts by using strategies of pointing to objects and/or naming the sequenced numbers and manipulative materials in order to organize addition/subtraction operations in the multi-digits problem resolutions, orally. Whereas the EG students presented a weaker performance in the resolution of these same problems in the graphic space, if compared to the CG. The use of these invented strategies with the support of oral language reduces the occurrence of systematic errors. Thus, it is deemed as necessary the adaptation of school strategies to children with development dyslexia when it comes to teaching method and evaluation of the resolution of challenging situations.