Correlation between indication of disgraphy and scholarship performance/Relacao entre indicios de disgrafia funcional e desempenho academico

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. KEYWORDS: Learning Disorders; Dysgraphia; Cognition Objetivo: avaliar a relacao entre sinais indicativos de disgrafia e desempenho academico. Metodos: foram incluidas no estudo 25 criancas, matriculadas na 3a. serie do ensino fundamental de uma escola publica da Regiao Metropolitana de Campinas/SP, sem historico de lesao cerebral e/ou deficit intelectual. Quanto a idade, 21 tinham nove anos e quatro tinham dez anos; 12 eram do sexo masculino. A avaliacao foi realizada por meio da Escala de Disgrafia (Lorenzini, 1993) e do Teste de Desempenho Escolar (TDE) (Stein, 2003). Resultados: seis criancas apresentaram sinais indicativos de disgrafia. A maioria dos alunos teve desempenho academico classificado como inferior em escrita (15/25) e em aritmetica (10/25). As criancas com indicios de disgrafia (6/25) tiveram pior desempenho em escrita e aritmetica no TDE, quando comparado as demais criancas, porem essa diferenca nao foi estatisticamente significativa. Conclusao: conclui-se que, neste grupo, nao foi possivel estabelecer a relacao entre baixo desempenho academico com escrita disgrafica, uma vez que tal dificuldade tambem foi identificada tambem entre as criancas consideradas nao disgraficas. DESCRITORES: Transtornos de Aprendizagem; Disgrafia; Cognicao