PURPOSE: to evaluate the relationship between indicative signals of written difficulties and cadmic performance. METHODS: twenty five children, students from the 3rd grade in the elementary education school of a public school in the metropolitan area of Campinas/SP took part in this study (12 boys), with age varying between 9 and 10. The tools used for evaluation were the scale of written difficulties (Lorenzini, 1993) and the test of school performance (Stein, 2003). RESULTS: considering the group performance, it was verified that a great number of students had written academic (15/25) and arithmetic (10/25) difficulties. The children with indicative signals of written difficulties (6/25) had inferior performance in writing and arithmetic, when compared to the ones who did not have difficulties. However, this difference was not significant. CONCLUSION: we can conclude that in this group, it wasn't possible to correlate academic difficulty to writing difficulty, since it was that such academic difficulty was also identified among the children who did not have written difficulties.
Learning Disorders; Dysgraphia; Cognition
