O impacto do TDAH nos processos de leitura e escrita: fatores intervenientes e estratégias de intervenção

Abstract

The theme of this work is the impact of ADHD on reading and writing processes, with an emphasis on the factors that influence these skills and intervention strategies. The main focus is on the difficulties faced by children with ADHD during the literacy process. The general objective is to analyze how hyperactivity, often associated with lack of concentration, impulsivity and, in some cases, aggressiveness, interferes with the development of reading and writing skills. To achieve this objective, the study seeks to: Identify the main factors that hinder the development of reading and writing skills in children with ADHD; analyze the influence of family support in coping with these children's school difficulties and explore effective pedagogical strategies to improve concentration and improve performance in reading and writing. This approach aims to understand the challenges faced and propose solutions that contribute to the academic development of children with ADHD. Attention deficit hyperactivity disorder (ADHD) is marked by difficulties associated with inattention, hyperactivity and impulsivity. These characteristics can impact cognitive development, negatively influencing school performance, especially in the early stages of literacy. Children with ADHD often encounter challenges in maintaining focus while reading, interpreting texts and structuring their ideas when writing, which generates significant impacts on the teaching-learning process. The methodology chosen to carry out this work is qualitative and interpretative in nature and bibliographic in nature, based on analyzes by authors who deal with the topic, such as Andrade (2000), Diniz Neto and Sena (2007), Fulben (2000), Genes (2002), Goldstein (1998), Leibson (2001), Teixeira (2001), among others. To collect data, books, scientific articles, academic journals, dictionaries, handouts and online sources were consulted, always in line with authors relevant to the topic. After a careful analysis of the works consulted, the monograph was prepared with an emphasis on the opinions of these authors and the relevance of the factors and aspects related to the objectives proposed in the research project. Among these factors, the importance of educational practices and specific strategies to support the development of reading and writing skills in children diagnosed with ADHD stands out. In view of the above, it is concluded that the presence of hyperactivity in the teaching-learning process, particularly with regard to reading and writing, contributes significantly to the emergence of learning difficulties. This study sought to deepen the understanding of ADHD, addressing intervention and mediation strategies that can be established between family members, educators and health professionals, with the aim of ensuring the learning and development of students diagnosed with this disorder, especially in skills fundamentals of reading and writing. Keywords: Hyperactivity. Reading. Writing. Learning Difficulty.