Elaboração de uma lista de palavras no âmbito da ortografia para escolares com dislexia: ‘dyslexic sight words’

Analysis of spelling errors from the ‘dyslexic sight words’ list

“…This research uses the sample of the study conducted for the construction of the ‘Dyslexic Sight Words – DSW’ ( Cidrim et al, 2021 ). Sixty Brazilian schoolchildren, aged between 8 years and 10 months and 12 years and 4 months, from 3rd to 6th grade of elementary school in private schools in the city of Recife/PE, wrote the ‘DSW’ list and were divided into group with dyslexia ( GD ) and group without dyslexia ( GWD ).…”

“…The ‘DSW’ list created by Cidrim et al (2021) is made up of 60 words: muito/very, quando/when, disse/said, também/also, vez/time, cachorro/dog, conseguiu/got, encontrou/found, gente/people, guerra/war, exemplo/example, ajuda/help, assim/so, brincar/play, futebol/soccer, menino/boy, animal/animal, carro/car, casa/house, então/then, homem/man, jeito/way, por isso/therefore, viajar/travel, a gente/us, almoço/lunch, assalto/assault, borracha/rubber, bruxa/witch, cabeça/head, caiu/fell, começou/started, de repente/suddenly, em cima/above, embaixo/under, enxergar/see, escola/school, faz/does, fazer/do, fez/did, girafa/giraffe, ninguém/nobody, pegue/take, porque/because, professora/teacher, quente/hot, tenho/have, alguém/somebody, amanhã/tomorrow, árvore/tree, certo/right, correr/run, exame/test, feliz/happy, presente/gift, relógio/clock, saudade/longing, tempo/time, tesoura/scissors, and galinha/chicken . Spelling errors were classified by the Brazilian adaptation of the semiological classification of spelling errors ( Batista et al, 2014 ) ( Table 1 ).…”

“…The establishment of orthographic writing is a complex learning process and takes several years ( Justi et al, 2020 ) because, in the writing of words whose orthographies demand more than metaphonological skills, the mere exposure of the students to the written items ( Cidrim et al, 2021 ) and the attempt to memorize orthographic rules are insufficient strategies to guarantee the reach of orthographic writing. This can be seen from research on orthographic processing ( Apel et al, 2019 ) and the formal and explicit teaching of orthographic representations expected for the Portuguese language.…”

“…A growing number of publications on spelling in the context of dyslexia have been observed ( Mazur-Palandre, 2018 ; Gritz, 2020 ; Cidrim et al, 2021 ; Leonardi et al, 2021 ; Afonso et al, 2022 ; Bree et al, 2022 ; Bodard, 2022a , b ; Bodard et al, 2023 ). Analyzing spelling errors can provide parameters to identify what is expected or not in learning the orthographic norm, in addition to assisting in interventions in the clinical and educational scopes.…”

“…In Brazil, word lists have been used to assess writing performance, more specifically, the spelling of students with learning difficulties (Batista et al, 2014;Arnaut et al, 2018), such as the 'Dyslexic Sight Words -DSW' list (Cidrim et al, 2021), composed of words often misspelled by schoolchildren with dyslexia. In the English language, 'sight words' are common words that students experience in written materials throughout their academic life (Grünke and Barwasser, 2019).…”