Orthographic Performance of Students with Attention Deficit Hyperactivity Disorder According to the Error Semiology
Pp. 81-95 (15)
Simone Aparecida Capellini and Andrea Oliveira Batista
This chapter aimed to characterize, to compare and to classify the orthographic
performance of attention deficit hyperactivity disorder (ADHD, according to the error
semiology. The participants of this study were 36 students from the 3rd to the 5th grade
level of the elementary school, divided in group I (GI): composed by 18 students with an
interdisciplinary diagnosis of Attention Deficit Hyperactivity Disorder (ADHD), 60% male
and 40% female, and group II (GII): composed by 18 students with a good academic
performance, paired by gender, age, and grade, level according to GI. The students were
submitted to Orthographic Evaluation Protocol (Pro-Orthography), in the following order:
Collective Version: 1- Writing of alphabet letters, 2- Dictation at random of the alphabet
letters, 3- Word dictation, 4- Pseudo words dictation, 5- Dictation with pictures, 6-
Thematic writing motivated by a picture, and Individual Version: 7- Dictation of phrases,
8- Purposeful error, 9- Spelling dictation, 10- Orthographic lexical memory. The
classification of errors was accomplished in the two types: the natural orthography and the
arbitrary orthography. The results showed that those students present more difficulty in the
use of the orthographic conventions on their writing, hampering their learning, mainly
owing to the lack of attention, which modify the phonological work memory and the
planning of writing. The data obtained indicate the existence of a profile that is not
orthographic in the writing of the students with ADHD.
Attention Deficit and Hyperactivity Disorder, Evaluation,
Handwriting, Learning, Spelling.
Investigation of Learning Disabilities Laboratory - LIDA, Avenue Vicente Ferreira, Zip Code: 175.15-901, Marília – São Paulo/Brazil.