出版社：Faculdade de Psicologia, Pontifícia Universidade Católica do Rio Grande do Sul
摘要：The characteristics of reading and writing difficulties in children vary according to the system by which the children are being taught to read and write. This study aims to analyze the word reading and writing strategies in second grade children with reading and writing difficulties (n = 14) and to compare them with two groups: competent reading and writing second graders (n = 15) and first graders (n = 9), paired to word reading and writing performance. In second grade children with reading and writing difficulties we found double dissociations in reading (the preferably phonological readers and the preferably lexical readers) and simple dissociations in writing (preferably phonological writers). Besides, there were cases with deficits in both routes. Considering the similar profiles between first grade cases and second grade cases with reading and writing difficulties, the latter can be presenting a developmental backwardness in reading and writing.
关键词：Reading and writing difficulties; Dual-Route model; Neuropsychology; reading and writing strategies; dyslexia.
