A influência de mídias multissensoriais na aprendizagem de crianças com transtorno de leitura

Ellen Paixão Silva; Glauco Amorim; Gustavo Guedes; Joel dos Santos; Renata Mousinho

doi:10.51207/2179-4057.20210009

Authors

Ellen Paixão Silva Centro Federal de Educação Tecnológica Celso Suckow da Fonseca
Glauco Amorim Centro Federal de Educação Tecnológica Celso Suckow da Fonseca
Gustavo Guedes Centro Federal de Educação Tecnológica Celso Suckow da Fonseca
Joel dos Santos Centro Federal de Educação Tecnológica Celso Suckow da Fonseca
Renata Mousinho Universidade Federal do Rio de Janeiro (UFRJ)

DOI:

https://doi.org/10.51207/2179-4057.20210009

Keywords:

Dyslexia, Multisensory Book, Sensory Effects, Eye Tracking

Abstract

Dyslexia is a specific learning disorder that can affect reading ability, mainly impairing the literacy process. In reading, some of the symptoms observed are errors of word recognition and difficulty in decoding words, which causes a loss in the comprehension of texts. Studies published in the literature indicate that the use of multimedia content improves the reading performance of students with dyslexia. However, most multimedia applications use only two of the five human senses: vision and hearing. The MBook, a multisensory book developed for this work, uses an eye tracker to synchronize wind, smell, sounds, and light effects to the text being read. Based on the hypothesis that the multisensory book could reduce the overload in working memory during reading, favoring the comprehension of texts, increasing the number of words read per minute and increasing motivation for reading, a comparison of two individual case studies was conducted: one with a student with dyslexia and one without. The results pointed to a greater gain in the comprehension of the text and an increase in reading speed by the student with dyslexia when multisensory media were used. In addition, with both students, the use of the tool pointed to an increase in reading motivation.

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