Internship Insights on Dyslexia Support
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ScribdTranslationsInternship Insights on Dyslexia Support
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ScribdTranslationsSTATE SCHOOL DR.
FERNANDO CORRÊA DA COSTA
NORMAL HIGH SCHOOL COURSE
CLAUDIA PATRICIA RODRIGUES DOS SANTOS
INTERNSHIP REPORT - ELEMENTARY EDUCATION
In Portuguese, the following contents were taught: reading,
writing, restructuring of the text where at first I conducted a survey
giving an individual registration activity in which the students wrote their names
the figures related to the song 'the frog does not wash its foot'.
They also recorded the writing of this song in another activity.
In the second moment of inquiry, I worked on the individual reading of the musical text.
cururu toad
Through these surveys, I identified a student with dyslexia, as their
texts presented mirrored writing and randomly distributed letters, in addition to
do not organize the spacing between the words and also could not read the
little text "cururu frog"
I also found another student who distributed letters randomly but
Did you manage to read the short text 'cururu frog'?
In this subject, I carried out several activities with the students:
using balloons and pieces of paper with words I did the dictation
popped, where each student popped a balloon and read to the class the
word you found;
using modeling clay we made a dictation and the students
they formed the words in uppercase with the modeling clay;
I used a tablet and we had a competition with the app "forma"
"word-school games" where each student, one at a time, formed
words according to the figures presented by the application, and
the one who achieved the highest score won;
I used the surprise box containing several EVA figures where each
the student put his hand inside the box and took out a figure and so on
everyone recorded the names of these figures in their notebooks;
using a string with party flags, I made a
dictation where the students chose a little flag and read the word
written behind her for everyone to record in the notebook;
I asked the students to make a free drawing and write a
a little story about this drawing;
On another occasion, I asked them to create a free drawing and register it.
the name of each component of your drawings;
I submitted photocopied activities on reading and interpretation where the
students responded individually;
In all the classes I used movable EVA letters to assist the students in
formation of various words and through this the student with dyslexia did not present
but mirrored writing and not randomly distributed letters.
When working on the sound of each letter at the moment of formation of the
I highlighted that the difficulties in writing and reading have been resolved,
mainly regarding the student with dyslexia who by the end of these classes
managed to write a short text in addition to recording the questions in the notebook
of interpretation and also read another text aloud.
The experience I gained in the classroom made it so that from now on
therefore, I better understand the theories of education. During this internship I had the
opportunity to associate theory with practice and I was able to see the teaching process-
learning as it really is enabling me to act as a mediator
between the student and knowledge.
To the learner as the subject of their learning
necessarily corresponds to a teacher
subject of your teaching practice.
Telma Weisz
