CONTRIBUIÇÕES CIENTÍFICAS ACERCA DA COMPREENSÃO LEITORA DE ESTUDANTES COM TRANSTORNO DE DÉFICIT DE ATENÇÃO/HIPERATIVIDADE

Abstract

Studies demonstrate the high prevalence of Attention Deficit Hyperactivity Disorder (ADHD) among students, being responsible for the most recurrent disorder among children and adolescents in the learning phase (GUARDIOLA, 2006; BENCZIK, 2006; SENA; DINIZ NETO, 2007, DSM-V, 2014). In this context, it is necessary to investigate the process for reading comprehension of students who have this disorder, because reading is the basis of all school subjects (ANDERSON; HIEBERT; SCOTT; WILKINSON, 1985; BRAGA; SILVESTRE, 2002; MORAIS, 2013). This study aimed to investigate the main scientific investigations about the reading comprehension of students with ADHD, within the perspective of Psycholinguistics, Linguistics and Cognitive Psychology studies. The research was conducted in national and international electronic journals, Brazilian Qualis A1 and A2, in Linguistics, Education and Psychology areas, from 2007 to 2017, performing a systematic review, considering the Content Analysis proposed by Bardin (2011). 120 electronic scientific journals were mapped, and their volumes were analyzed generating a corpus with 34 scientific articles. Systematization and analysis of these studies showed the strong influence of Psychology on this subject. Even though there is a great demand of students with ADHD in schools, there is little research (26%) found in the areas of Linguistics and Education, revealing that, apparently, there is a gap in the interdisciplinarity of these three areas of knowledge. Second, considering the 34 articles included in this research, only 04 were published by Brazilian institutions (12%), demonstrating, therefore, a tendency of publications about this subject in international journals (88%). Regarding the main scientific contributions, it is possible highlight the higher risks for students with ADHD in relation to their reading comprehension difficulties, either through the presentation of restricted vocabulary, the internalization of the inattentive and hyperactive condition, or the inferior performance in skills of phonological awareness and working memory. However, despite this result, some other research has shown that students with this disorder are (also) able to learn, provided they have specialized clinical and pedagogical accompaniment. This data reveals the importance of the right to Specialized Educational Assistance in schools, which not guaranteed by current Brazilian legislation. In addition, the flexibility of teaching practice, through differentiated activities, as well as the need to consider the learning time of the students with ADHD, can also contribute to the improvement of their performance in reading, and, consequently, in their learning process.