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Abstract(s)
A dislexia é uma das mais importantes causas de baixo rendimento e de insucesso escolar (e.g.Teles, 2004). Estudos internacionais apontam para a necessidade de elaborar, desenvolver e validar instrumentos de avaliação e acionar intervenções neste campo a partir dos primeiros anos de escolaridade, para que não se acentuem as dificuldades que afetarão o futuro académico das crianças (e.g. López et al., 2021, 2021; Cidrim & Madeiro, 2017; Martins & Capellini, 2011 Lo et al., 2009). No entanto, é reduzido o número de estudos realizados em Portugal, no que se refere a intervenções nos primeiros anos. Este estudo de natureza quantitativa quasi-experimental pretende verificar os efeitos da implementação de um programa de intervenção, centrado nas seguintes áreas: desenvolvimento de competências linguísticas e fonológicas, combate às trocas fonológicas na leitura e escrita; desenvolvimento da fluência e precisão da leitura; combate aos erros ortográficos. A amostra é constituída por 7 crianças de 2º ano, com 7 anos de idade, de três escolas diferentes, nas quais foram detetados sinais de dislexia ou dificuldades na aprendizagem da leitura e escrita. A intervenção foi monitorizada através de avaliação pré, durante e pós intervenção. As estratégias de intervenção foram planeadas e reajustadas, em função de observações sistematizadas, registos e discussão dos resultados. Os resultados da intervenção apontam para a diminuição da distância entre os alunos alvo e os restantes alunos das turmas/agrupamento, quanto a precisão, fluência e velocidade de leitura, e correção ortográfica, bem como para uma maior compreensão das estratégias de intervenção nesta área.
Dyslexia is one of the most important causes of low performance and academic failure (e.g., Teles, 2004). International studies show the need to design, develop, and validate evaluation instruments and to implement interventions as soon as possible, starting the first school years, so that difficulties that will affect the children's academic future are not accentuated (e.g. López et al., 2021; Cidrim & Madeiro, 2017; Martins & Capellini, 2011¸ Lo et al., 2009). However, there are few studies carried out in Portugal, particularly, regarding interventions in the first school years. This quasi-experimental study, aims to verify the effects of the implementation of an intervention program, centered on the areas: development of linguistic and phonological skills, fight against phonological exchanges in reading and writing; development of fluency and accuracy of reading; combating writing errors. The sample consists of 7 2nd year children, aged 7 years old, with signs of dyslexia or difficulties in learning to read and write. The intervention was monitored through pre, during and post intervention evaluation. The intervention strategies were planned and readjusted, according to systematized observations and discussion of results. The intervention results seem to indicate a reduction in the distance between the target students and the rest of the classes/grouping, in terms of accuracy, fluency and reading speed, and spelling correction, as well as for a greater understanding of intervention strategies in this area.
Dyslexia is one of the most important causes of low performance and academic failure (e.g., Teles, 2004). International studies show the need to design, develop, and validate evaluation instruments and to implement interventions as soon as possible, starting the first school years, so that difficulties that will affect the children's academic future are not accentuated (e.g. López et al., 2021; Cidrim & Madeiro, 2017; Martins & Capellini, 2011¸ Lo et al., 2009). However, there are few studies carried out in Portugal, particularly, regarding interventions in the first school years. This quasi-experimental study, aims to verify the effects of the implementation of an intervention program, centered on the areas: development of linguistic and phonological skills, fight against phonological exchanges in reading and writing; development of fluency and accuracy of reading; combating writing errors. The sample consists of 7 2nd year children, aged 7 years old, with signs of dyslexia or difficulties in learning to read and write. The intervention was monitored through pre, during and post intervention evaluation. The intervention strategies were planned and readjusted, according to systematized observations and discussion of results. The intervention results seem to indicate a reduction in the distance between the target students and the rest of the classes/grouping, in terms of accuracy, fluency and reading speed, and spelling correction, as well as for a greater understanding of intervention strategies in this area.
Description
Keywords
Dislexia Disortografia Perturbação da leitura e da escrita Intervenção Estudo de caso Dyslexia Dysorthography Reading and writing disorders Intervention Case study
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação