Difficulties with reading and writing: perceptions of teachers to students with a history of prematurity

This article describes and analyzes the perceptions and / or knowledge that teachers of students with a history of prematurity have about the difficulties in reading and writing. To obtain our data, two information-gathering tools (questionnaire and interviews) were designed ad hoc. The sample was composed by 46 teachers with experience in this type of students and 19 key informants (psychologists, teachers and university professors). The results indicate, among others, that low birth weight and early gestational age may be associated with both school failure and school delays. Also, in general, it has been verified that the children with a history of prematurity (gestational age <37 weeks and low birth weight), will present learning difficulties in various areas of reading assessment. The paper concludes with the proposal of a new plan of intervention and rehabilitation as a means of improving the learning of reading and writing.