Abstract:
Dyslexia, based on the positivist paradigm, is seen as a neuro(bio)logical disorder that compromises the written language. Contrary to the hegemonic vision, sociointeractionists researchers postulate that the difficulties of reading and writing are due to a variety of factors, including emotional, social, educational, pedagogical, linguistic, cultural and political. In order to corroborate the second paradigm, this article aims to present a case study of a child sent to clinical evaluation because of suspected dyslexia. Therefore, the theoretical assumptions are opposed and evaluation procedures that support both perspectives. The results lead to understand that, if on the one hand, standard tests, centered on metalinguistic product, suggest cerebral impairment; the other, the diagnosis of procedural difficulties enables the redefinition of the complaint.
Keywords:
dyslexia; writing assessment; language processes