Efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia

Fusco, Natália; Germano, Giseli Donadon; Capellini, Simone Aparecida

doi:10.1590/2317-1782/20152014013

Cited by 18 publications

(9 citation statements)

References 16 publications

(24 reference statements)

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“…This includes inconsistent letter size, acute turns in letters, uneven and unsteady writing as well as sudden changes in size and direction of letter writing. Similar findings were described in the Brazilian learning disabilities study developed by Germano et al (2013) and Fusco et al (2015).…”

Section: Characterization Of Brazilians Students With Dyslexia 595supporting

confidence: 89%

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Characterization of Brazilians Students with Dyslexia in Handwriting Proficiency Screening Questionnaire and Handwriting Scale

Germano¹,

Giaconi²,

Capellini³

2016

JPR

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Despite technological progress, handwriting still constitutes an important activity among school aged students and is required for during 30%-60% of the school day. The aim of this study was to characterize Brazilians students with developmental dyslexia in handwriting proficiency screening questionnaire and handwriting scale: A total of 51 students with developmental dyslexia, from both genders, from 3rd to 5th grade of Elementary School. As procedure, all students' teachers received and responded the handwriting proficiency screening questionnaire (HPSQ), translated to Brazilian Portuguese Language which is scored on a five Likert scale ranging from 0-"Never" to 4-"Always", and a final score is summed. The questionnaire's reliability and validity have been established and a sum of 14 was determined as the cut of score for handwriting deficiency. The Dysgraphia scale ranged from 0 to 17 points, being considered as having a dysgraphia pattern the student that obtained a grade equal to or greater than 8.5 points. Regarding HPSQ, 26 (50.9%) of dyslexic's students scored above 14 points, being characterized to have a handwriting deficiency. Among the questions, most of the answers given by teachers was referring to "rarely", which suggest that they don't have perception of the handwriting difficulties of these students. Regarding the handwriting scale, 43 students (84.3%) met criteria for dysgraphia. Also, a statistical analysis was carried out, indicating that there was statistical difference between each question with the classification of dysgraphia. These results point to the necessity of orientation to teachers on the quality of writing students with dyslexia.

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Section: Characterization Of Brazilians Students With Dyslexia 595supporting

confidence: 89%

“…However, studies indicate the presence of changes in motor skills of this population (Getchell, Pabreja, Neeld, & Carrio, 2007;Tseng & Chow, 2000) and visuomotor (Feretti, Mazzotti, & Brizzolara, 2008;Fusco et al, 2015;Germano, Reilhac, Capellini, & Valdois, 2014).…”

Section: Characterization Of Brazilians Students With Dyslexia 595mentioning

confidence: 94%

Characterization of Brazilians Students with Dyslexia in Handwriting Proficiency Screening Questionnaire and Handwriting Scale

Germano¹,

Giaconi²,

Capellini³

2016

JPR

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“…9 Rehabilitation techniques have been used to facilitate reading acquisitions 10 including phonological awareness, visual, and auditory processing training. [11][12][13] Although functional imaging studies have shown activation of inferior frontal and occipitotemporal regions after auditory and phonological training, 14 individuals still face significant academic challenges throughout the life span, despite interventions. 15,16 Several noninvasive brain stimulation techniques have been used in neuropsychiatric disorders with favorable results, including transcranial direct current stimulation.…”

mentioning

confidence: 99%

Impact of Transcranial Direct Current Stimulation on Reading Skills of Children and Adolescents With Dyslexia

Rios

Bandeira

et al. 2018

Child Neurology Open

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Introduction:Rehabilitation techniques have been used to facilitate reading acquisition in dyslexia. However, many individuals continue to present academic impairment throughout life. New intervention strategies are necessary to further help this population.Objectives:Assess the impact of transcranial direct current stimulation on reading skills in children and adolescents with dyslexia.Methods:The study was conducted with one-group pretest–posttest. Participants received 2 mA transcranial direct current stimulation during 30 minutes for 5 consecutive days. Reading performance was measured by a group of tasks (identification and reading of letters, syllables, words, nonwords, and text).Results:A significant increase in the number of correct answers for nonwords and text tasks was observed after transcranial direct current stimulation (P = .035 and P = .012, respectively).Conclusion:The transcranial direct current stimulation seems to be a promising tool for the treatment of reading problems in dyslexia. Future studies are necessary to confirm the effects of transcranial direct current stimulation and to establish optimal intervention protocol in this population.

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“…Em relação ao processo léxico, constatamos que os escolares do GA, em provas como leitura de pseudopalavras e decisão léxica apresentaram a classificação dificuldade grande (DD) em 95% da amostra. Este resultado corrobora outras pesquisas, que comprovam que o disléxico tem dificuldade nas representações ortográficas e na conversão de grafema-fonema (28) .…”

Section: Discussionunclassified

Ocorrência dos processos cognitivos de leitura e escrita e habilidades perceptovisuais em escolares com Dislexia Visual

Mantovani

Magro

Ribeiro

et al. 2021

CoDAS

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RESUMO Objetivo Avaliar e classificar escolares disléxicos visuais, considerando que, subtipos de dislexia do desenvolvimento não são diferenciados na maioria dos diagnósticos e que os mesmos incidem em uma abordagem generalizada. Método Estudo transversal, observacional, analítico composto de 80 escolares, divididos em dois grupos, GA (disléxicos) e GB (sem queixa de dificuldade de aprendizagem) aplicando o PROLEC (prova de avaliação dos processos de leitura), o TVPS–3 (Teste Visual de Habilidades Perceptuais) e TPMBO (Teste de Proficiência Motora de Bruininks-Oseretsky) – subtestes 7 e 8. Resultados Comparando os grupos, os escolares do GA apresentaram desempenho inferior em todas as provas do PROLEC e no teste do TVPS−3. A execução nos testes de coordenação visuomotora e destreza manual do TPMBO foram inferiores. Em uma segunda etapa, triando os disléxicos visuais foram encontrados 12 (30%) escolares, que apresentaram melhor desempenho na leitura de palavras frequentes, quando comparados ao desempenho na leitura de palavras não frequentes e pseudopalavras. Nas habilidades perceptuais visuais (TVPS-3), obtiveram valores abaixo de 50%, exceto na subescala constância de forma. As ocorrências de trocas na leitura em voz alta, foram em confusão de letras, silabas ou palavras com pouca diferença na forma de escrever, mas diferentes na direção, os mesmos escolares não apresentaram trocas ou confusões entre letras, que possuem mesmo ponto e modo articulatório, e cujos sons são acusticamente próximos. Conclusão Assim caracterizar o subtipo da dislexia é fundamental, porque a aplicação das técnicas terapêuticas, dependerá do correto enfoque das alterações observadas. Portanto, é necessário um diagnóstico exato e multidisciplinar.

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Efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia

Cited by 18 publications

References 16 publications

Characterization of Brazilians Students with Dyslexia in Handwriting Proficiency Screening Questionnaire and Handwriting Scale

Characterization of Brazilians Students with Dyslexia in Handwriting Proficiency Screening Questionnaire and Handwriting Scale

Impact of Transcranial Direct Current Stimulation on Reading Skills of Children and Adolescents With Dyslexia

Ocorrência dos processos cognitivos de leitura e escrita e habilidades perceptovisuais em escolares com Dislexia Visual

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