Crianças diagnosticadas com síndrome de IRLEN: análise de produções escritas

Abstract

Objective: The objective of this study was to analyze the textual production of children diagnosed with the Irlen Syndrome (SI), based on the socio-historical perspective of language, prioritizing the notational and discursive aspects of such productions. Method: This study was approved in accordance with the resolution CEP 071 546/2014. The participants in this study were two male children aged 11 and 7 diagnosed with SI. The field research was conducted by proposing to the participants to carry out textual productions related to four different genres, namely: a letter to an idol, a family member or a friend; the rules of a game; a children's story; and a note. Results and Discussion: In relation to the discursive aspects, it was found that the participants were able to operate properly in the discursive dimension involved in such productions, since they were relevant to the proposed themes, context circulation, purpose, and interlocutors. Regarding the notational aspects, the subjects demonstrated changes, omissions, improper segmentation, addition of letters, and crossed relationships. Based on the socio-historical perspective of language, it is understood that the nonstandard orthographic demonstrations produced by the participants, characteristic of the appropriation process of the Portuguese alphabetic system, are linguistically predictable and are the result of unique associations, assumptions and strategies undertaken by participants during their production. Regarding the symptoms described in the literature as characteristic of SI, the subjects did not report having sensitivity to light, difficulty reading texts with white background, difficulty maintaining focus while reading, or difficulty understanding the text. Conclusion: It was possible to apprehend that the participants of this study were diagnosed as people with reading and writing difficulties, and more specifically with SI, based on clinical approaches focused on the orthographic aspects of their writing, and based on references that disregard the work of the subjects on such aspects as part of the appropriation process of the language. Thus, this study points to the need to conduct studies that consider the trajectory of the subjects established with the written language, and provide elements for the systematization of clinical and educational approaches that may promote the work and the analysis of the normative aspects of Portuguese; as well as the discursive and textual dimensions constitutive of the written language.