Habilidades perceptivas visuais e qualidade de escrita de escolares com dislexia
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-84862013000300003 http://hdl.handle.net/11449/117871 |
Resumo: | OBJECTIVE: This study aimed to characterize and compare the visual perceptual skills and writing quality of students with dyslexia, with good academic performance, and to relate the perceptual visual motor skills and the writing quality of students with dyslexia, with good academic performance. METHODS: 40 students participated in this study; 35 males and 5 females, from 8 to 11 years and 11 months, who attended from the 3rd to 5th grade level of public municipal schools of Marília-SP, divided into two groups: Group I (GI) comprised 20 students with interdisciplinar diagnoses of dyslexia, and Group II (GII) comprised 20 students with good academic performance. The Visual Perceptual Skills Test - TVPS-3 and the Disgraphy Scale were applied. RESULTS: The results obtained from this study showed that the students with dyslexia presented difficulties in visual skills concerning discrimination and memory. Besides discrimination and memory skills, it was observed inferior performance concerning the relation visual spacial skills and steady form, and inferior performance in all the visual skills, when compared to the chronological age. However, the group of students with good academic performance has also presented inferior performance concerning the relation visual spacial skills and steady form. CONCLUSIONS: The study mentions that maybe schools do not invest sufficiently in activities which envolve visual experiences necessary for the enhancement of reading and writing. Although statistically significant difference was not observed between the groups concerning disgraphy, it iwas possible to observe that a higher amount of students presented disgraphy. |
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Habilidades perceptivas visuais e qualidade de escrita de escolares com dislexiaVisual perceptual skills and writing quality of students with dyslexiaEscrita manualDislexiaDisgrafiaHandwritingDyslexiaDysgraphiaOBJECTIVE: This study aimed to characterize and compare the visual perceptual skills and writing quality of students with dyslexia, with good academic performance, and to relate the perceptual visual motor skills and the writing quality of students with dyslexia, with good academic performance. METHODS: 40 students participated in this study; 35 males and 5 females, from 8 to 11 years and 11 months, who attended from the 3rd to 5th grade level of public municipal schools of Marília-SP, divided into two groups: Group I (GI) comprised 20 students with interdisciplinar diagnoses of dyslexia, and Group II (GII) comprised 20 students with good academic performance. The Visual Perceptual Skills Test - TVPS-3 and the Disgraphy Scale were applied. RESULTS: The results obtained from this study showed that the students with dyslexia presented difficulties in visual skills concerning discrimination and memory. Besides discrimination and memory skills, it was observed inferior performance concerning the relation visual spacial skills and steady form, and inferior performance in all the visual skills, when compared to the chronological age. However, the group of students with good academic performance has also presented inferior performance concerning the relation visual spacial skills and steady form. CONCLUSIONS: The study mentions that maybe schools do not invest sufficiently in activities which envolve visual experiences necessary for the enhancement of reading and writing. Although statistically significant difference was not observed between the groups concerning disgraphy, it iwas possible to observe that a higher amount of students presented disgraphy.OBJETIVOS: Os objetivos deste estudo foram caracterizar e comparar o desempenho perceptivo visual e qualidade de escrita de escolares com dislexia e com bom desempenho acadêmico, e relacionar as habilidades percepto-viso-motoras e a qualidade de escrita de escolares com dislexia e com bom desempenho acadêmico. MÉTODO: Participaram deste estudo 40 escolares, sendo 35 do gênero masculino e 5 do gênero feminino, na faixa etária de 8 a 11 anos e 11 meses, que frequentam do 3º ao 5º ano de escolas públicas municipais de Marília-SP, divididos em dois grupos: grupo I (GI), composto por 20 escolares com o diagnóstico interdisciplinar de dislexia, e grupo II (GII), composto por 20 escolares com bom desempenho escolar. Como procedimento, foram utilizados o Teste de Habilidades Perceptuais Visuais - TVPS-3 e a Escala de Disgrafia. RESULTADOS: Os resultados deste estudo revelaram que os escolares com dislexia apresentaram dificuldades nas habilidades visuais referentes à discriminação e à memória. Além das habilidades de discriminação e memória, também foi evidenciado desempenho inferior nas habilidades de relação viso-espacial e constância de forma, e desempenho inferior de todas as habilidades visuais em comparação à idade cronológica. Entretanto, o grupo de escolares com bom desempenho acadêmico também apresentou desempenho inferior nas habilidades de relação viso-espacial e constância de forma. CONCLUSÕES: O estudo aponta para o fato de que, talvez faltem investimentos da escola em atividades que envolvam experiências visuais e viso-motoras, que propiciem o desenvolvimento das habilidades visuais necessárias para o desenvolvimento da leitura e da escrita. Mesmo sem a ocorrência de diferença estatisticamente significante entre os grupos deste estudo para a disgrafia, é possível observarmos que um maior número de escolares disléxicos apresentou presença de disgrafia.Universidade Estadual Paulista Faculdade de Filosofia e Ciências Programa de Pós-Graduação em FonoaudiologiaUniversidade Estadual Paulista Faculdade de Filosofia e Ciências Programa de Pós-Graduação em FonoaudiologiaAssociacao Brasileira de PsicopedagogiaUniversidade Estadual Paulista (Unesp)Stenico, Mariana Banzato [UNESP]Capellini, Simone Aparecida [UNESP]2015-03-19T16:20:25Z2015-03-19T16:20:25Z2013info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article169-176application/pdfhttp://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-84862013000300003Revista Psicopedagogia. Associacao Brasileira de Psicopedagogia, v. 30, n. 93, p. 169-176, 2013.0103-8486http://hdl.handle.net/11449/117871S0103-84862013000300003S0103-84862013000300003.pdf9057316530389548SciELOreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporRevista Psicopedagogiainfo:eu-repo/semantics/openAccess2023-10-31T06:09:44Zoai:repositorio.unesp.br:11449/117871Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462023-10-31T06:09:44Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Habilidades perceptivas visuais e qualidade de escrita de escolares com dislexia Visual perceptual skills and writing quality of students with dyslexia |
title |
Habilidades perceptivas visuais e qualidade de escrita de escolares com dislexia |
spellingShingle |
Habilidades perceptivas visuais e qualidade de escrita de escolares com dislexia Stenico, Mariana Banzato [UNESP] Escrita manual Dislexia Disgrafia Handwriting Dyslexia Dysgraphia |
title_short |
Habilidades perceptivas visuais e qualidade de escrita de escolares com dislexia |
title_full |
Habilidades perceptivas visuais e qualidade de escrita de escolares com dislexia |
title_fullStr |
Habilidades perceptivas visuais e qualidade de escrita de escolares com dislexia |
title_full_unstemmed |
Habilidades perceptivas visuais e qualidade de escrita de escolares com dislexia |
title_sort |
Habilidades perceptivas visuais e qualidade de escrita de escolares com dislexia |
author |
Stenico, Mariana Banzato [UNESP] |
author_facet |
Stenico, Mariana Banzato [UNESP] Capellini, Simone Aparecida [UNESP] |
author_role |
author |
author2 |
Capellini, Simone Aparecida [UNESP] |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Stenico, Mariana Banzato [UNESP] Capellini, Simone Aparecida [UNESP] |
dc.subject.por.fl_str_mv |
Escrita manual Dislexia Disgrafia Handwriting Dyslexia Dysgraphia |
topic |
Escrita manual Dislexia Disgrafia Handwriting Dyslexia Dysgraphia |
description |
OBJECTIVE: This study aimed to characterize and compare the visual perceptual skills and writing quality of students with dyslexia, with good academic performance, and to relate the perceptual visual motor skills and the writing quality of students with dyslexia, with good academic performance. METHODS: 40 students participated in this study; 35 males and 5 females, from 8 to 11 years and 11 months, who attended from the 3rd to 5th grade level of public municipal schools of Marília-SP, divided into two groups: Group I (GI) comprised 20 students with interdisciplinar diagnoses of dyslexia, and Group II (GII) comprised 20 students with good academic performance. The Visual Perceptual Skills Test - TVPS-3 and the Disgraphy Scale were applied. RESULTS: The results obtained from this study showed that the students with dyslexia presented difficulties in visual skills concerning discrimination and memory. Besides discrimination and memory skills, it was observed inferior performance concerning the relation visual spacial skills and steady form, and inferior performance in all the visual skills, when compared to the chronological age. However, the group of students with good academic performance has also presented inferior performance concerning the relation visual spacial skills and steady form. CONCLUSIONS: The study mentions that maybe schools do not invest sufficiently in activities which envolve visual experiences necessary for the enhancement of reading and writing. Although statistically significant difference was not observed between the groups concerning disgraphy, it iwas possible to observe that a higher amount of students presented disgraphy. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013 2015-03-19T16:20:25Z 2015-03-19T16:20:25Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-84862013000300003 Revista Psicopedagogia. Associacao Brasileira de Psicopedagogia, v. 30, n. 93, p. 169-176, 2013. 0103-8486 http://hdl.handle.net/11449/117871 S0103-84862013000300003 S0103-84862013000300003.pdf 9057316530389548 |
url |
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-84862013000300003 http://hdl.handle.net/11449/117871 |
identifier_str_mv |
Revista Psicopedagogia. Associacao Brasileira de Psicopedagogia, v. 30, n. 93, p. 169-176, 2013. 0103-8486 S0103-84862013000300003 S0103-84862013000300003.pdf 9057316530389548 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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Revista Psicopedagogia |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
169-176 application/pdf |
dc.publisher.none.fl_str_mv |
Associacao Brasileira de Psicopedagogia |
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Associacao Brasileira de Psicopedagogia |
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SciELO reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
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Universidade Estadual Paulista (UNESP) |
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UNESP |
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UNESP |
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Repositório Institucional da UNESP |
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Repositório Institucional da UNESP |
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Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
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