Estratégias de alfabetização para crianças com o transtorno de déficit de atenção e hiperatividade, baseadas na neurociência

Abstract

The aim of this paper was to conduct a systematic literature review on neuroscience- based literacy strategies for children with attention deficit hyperactivity disorder. For this, we searched Google Scholar and Scielo databases, included studies on neuroscience, Attention Deficit Hyperactivity Disorder (ADHD) and literacy. The general characteristics of the studies, neuroscience bases, and strategies for the literacy phase were considered. We found 428 related studies, 5 were excluded for duplicity. 306 studies were excluded after reading the abstracts, considering that they did not deal with ADHD or literacy. Of the 117 eligible articles, only 7 met the inclusion criteria. Finally, it is concluded that little is said about neuroscience and literacy strategies for children with ADHD, yet there are no documents that use neuroscience as a basis for creating strategies for ADHD in the literacy phase.