Eficácia do programa de remediação auditivo-visual computadorizado em escolares com dislexia

Abstract

Background: an audio-visual computerized remediation program in students with developmental dyslexia. Aim: to verify the efficacy of an audio-visual computerized remediation program in students with developmental dyslexia. The specific goals of this study involved the comparison of the linguisticcognitive performance of students with developmental dyslexia with that of students considered good readers; to compare the results obtained in pre and post-testing situations of students with dyslexia who were and were not submitted to the program; and to compare the results obtained with the remediation program in students with developmental dyslexia to those obtained in good readers. Method: the participants of this study were 20 students who were divided as follows: group I (GI) subdivided in: GIe (five students with developmental dyslexia who were submitted to the program) and GIc (five students with developmental dyslexia who were not submitted to the program); group II (GII) was subdivided in: GIIe (five good readers who were submitted to the program) and GIIc (five good readers who were not submitted to the program). An audio-visual computerized remediation program was used -"Play on". Results: results indicate that GI presented a lower performance in auditory processing and phonological awareness when compared to GII in the pre-testing situation. However, GIe presented a similar performance to that of GII in the posttesting situation, indicating the effectiveness of the audio-visual remediation program in students with developmental dyslexia. Conclusion: this study made evident the effectiveness of an audio-visual remediation program in students with developmental dyslexia. Key Words: Dyslexia; Intervention; Learning. ResumoTema: programa de remediação auditivo-visual computadorizado em escolares com dislexia do desenvolvimento. Objetivos: verificar a eficácia de um programa de remediação auditivo-visual computadorizado em escolares com dislexia do desenvolvimento. Dentre os objetivos específicos, o estudo teve como finalidade comparar o desempenho cognitivo-lingüístico de escolares com dislexia do desenvolvimento com escolares bons leitores; comparar os achados dos procedimentos de avaliação de pré e pós testagem em escolares com dislexia submetidos e não submetidos ao programa; e, por fim, comparar os achados do programa de remediação em escolares com dislexia e escolares bons leitores submetidos ao programa de remediação. Método: participaram deste estudo 20 escolares, sendo o grupo I (GI) subdivido em: GIe, composto de cinco escolares com dislexia do desenvolvimento submetidos ao programa, e GIc, composto de cinco escolares com dislexia do desenvolvimento não submetidos ao programa. O grupo II (GII) foi subdividido em GIIe, composto de cinco escolares bons leitores submetidos à remediação, e GIIc, composto de cinco escolares bons leitores não submetidos à remediação. Foi realizado o programa de remediação auditivo-visual computadorizado Play-on. Resultados: os resultados deste estudo revelaram que o ...

Programa de remediação fonológica em escolares com dificuldades de aprendizagem

“…As for processing J Soc Bras Fonoaudiol. 2011;23(1): [13][14][15][16][17][18][19][20] speed, there was statistically significant difference in pre-testing and post-testing between the scores obtained by G1 for rapid automatized naming of pictures and rapid automatized naming of digits with the reduction of naming time. Table 3 is the description of the mean, standard deviation and p-value of the performance of students in pre-testing and post-testing regarding visual processing skills of the CognitiveLinguistic Performance Test.…”

“…Although there are international and national studies which describe the use of remediation programs (12)(13)(14)(15) , there are few national studies on children with learning difficulties, highlighting the need for research to adjust or develop remediation programs for the specific treatment of cognitive-linguistic change in this population.…”

Perfil linguístico, familial e do gênero de escolares com diagnóstico de dislexia de uma clínica escola

“…Thus, a person presents normal intelligence, phonological disorder, failure in semantic, syntactic and pragmatic skills, presenting impaired narrative ability in the process of recounting stories, correctly fluency difficulty in decoding and spelling skills, in addition to changes in processing and auditory and visual information. 7,8 It was evidenced in the literature, familial recurrence for dislexia 9 . Studies show that dyslexia has a major familial incidence 10 , which is an important risk factor for diagnosis 11,12 .…”

O uso de software no treinamento auditivo em crianças: revisão teórica

“…It was also observed that this intervention provided longer time of attention at the activities by the students 19 . Subsequently, the effects of CAT in students with learning disabilities were researched, verifying that such audience presents delayed development of auditory skills, which prevents the correct assimilation of received auditory information 20 .…”