Visual perceptual skills and writing quality of students with dyslexia
Keywords:
Handwriting, Dyslexia, DysgraphiaAbstract
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.
Downloads
References
Brown T, Rodger S. Validity of the developmental test of visual-motor integration supplemental developmental test of visual perception. Percept Mot Skills. 2008;106(3):659-78.
Brown T, Unsworth C, Lyons C. Factor structure of four visual-motor instruments commonly used to evaluate school-age children. Am J Occup Ther. 2009;63(6):710-23.
Feder KP, Majnemer A. Handwriting development, competency, and intervention. Dev Med Child Neurol. 2007;49:312-7.
Huberle E, Driver J, Karnath HO. Retinal versus physical stimulus size as determinants of visual perception in simultanagnosia. Neuropsychologia. 2010;48(6):1677-82.
Khayat OS, Pooresmaeili A, Roelfsema PR. Time course of attentional modulation in the frontal eye field during curve tracing. J Neurophysiol. 2009;101(4):1813-22.
Loh PR, Piek JP, Barrett NC. Comorbid ADHD and DCD: examining cognitive functions using the WISC-IV. Res Dev Disab. 2011;32(4):1260-9.
Miller AD, Goodale MA. Two visual systems reviewed. Neuropsychologia. 2008;46(3):774-85.
Okuda PMM, Lourencetti MD, Santos LCA, Padula NAMR, Capellini SA. Coordenação motora fina de escolares com dislexia e transtorno do déficit de atenção e hiperatividade. Rev CEFAC. 2011;13(5):876-85.
Qiu J, Li H, Liu Q, Zhang Q. Brain mechanisms underlying visual perception and visual mental imagery of Chinese pseudo-characters: an event-related potential study. Brain Res. 2007;1184:202-9.
Martin NA. Test of visual perceptual skills. 3rd ed (TVPS-3). Flórida: PAR; 2006.
Hammil DD, Pearson NA, Voress JK. Teste evolutivo de percepção visual. 2ª ed. Tradução: Ferreira MC. Rio de Janeiro: Entreletras; 2001.
Getchell N, Pabreja P, Neeld K, Carrio V. Comparing children with and without dyslexia on the movement assessment battery for children and the test of gross motor development. Percept Mot Skills. 2007;105(1):207-14.
Ferretti G, Mazzotti S, Brizzolara D. Visual scanning and reading ability in normal and dyslexic children. Behavior Neurol. 2008;19(1-2):87-92.
Crawford SG, Dewey D. Co-occurring disorders: a possible key to visual perceptual deficits in children with developmental coordination disorder? Hum Mov Sci. 2008;27(1):154-69.
Brown GT, Gaboury I. The measurement properties and factor structure of the test of visual-perceptual skills-revised: implications for occupational therapy assessment and practice. Am J Occup Ther. 2006;60(2):182-93.
Wuang YP, Su CY. Rasch analysis of the developmental test of visual-motor integration in children with intellectual disabilities. Res Dev Disabil. 2009;30(5):1044-53.
Feder KP, Majnemer A. Handwriting development, competency, and intervention. Dev Med Child Neurol. 2007;49:312-7.
Souza AV, Capellini SA. Percepção visual de escolares com distúrbios de aprendizagem. Rev Psicopedagogia. 2011;28(87):256-61.
Lefèvre AB. Neuropsicologia infantil. São Paulo: Sarvier; 1989.
Wechsler D. WISC III: Wechsler intelligence scale for children-manual. 3. ed.;1991. Adaptação e padronização de uma amostra brasileira. 1ª ed.; Figueiredo VLM. São Paulo: Casa do Psicólogo; 2002.
Tabaquim MLM. Validação do exame neuropsicológico e análise das funções corticais superiores em crianças do ensino fundamental [Tese de Pós-Doutorado]. Campinas: Faculdade de Ciências Médicas da Universidade Estadual de Campinas; 2008.
Moojen S, Lamprecht R, Santos RM, Freitas GM, Brodacz R, Siqueira M, et al. Consciência fonológica: instrumento de avaliação sequencial. São Paulo: Casa do Psicólogo; 2003.
Capellini AS, Cavalheiro LG. Avaliação do nível e velocidade de leitura em escolares com e sem dificuldade na leitura. Temas Desenvolv. 2000;9(51):5-12.
Yavas MS, Hernandorena CLM, Lamprecht RR. Avaliação fonológica da criança. Porto Alegre: Artes Médicas; 1991.
Sauer L, Pereira LD, Ciasca SM, Pestun M, Guerreiro MM. Processamento auditivo e Spect em crianças com dislexia. Arq Neuropsiquiatr. 2006;64(1):108-11.
Arduini R, Capellini SA, Ciasca SM. Comparative study neuropsychological and neuroimaging evaluations in children with dyslexia. Arq Neuropsiquiatr. 2006;64(2b):369-75.
Germano GD, Capellini SA. Eficácia do programa de remediação auditivo-visual computadorizado em escolares com dislexia. Pró-Fono R Atual Cient. 2008;20(4):237-42.
Carvalho MIM, Gonçalves VMG, Barros CE, Salgado CA, Capellini SA, Ciasca SM. Aspectos da avaliação neurológica em escolares disléxicos. Rev Psicopedagogia. 2010;27(82):15-26.
Lorenzini MV. Uma escala para detectar a disgrafia baseada na escala de Ajuriaguerra [Dissertação]. São Carlos: Programa de Pós-Graduação em Fisioterapia; 2003. 110p.
Ratzon NZ, Lahav O, Cohen-Hamsi S, Metzger Y, Efraim D, Bart O. Comparing different short-term service delivery methods of visual-motor treatment for first grade students in mainstream schools. Res Dev Disabil. 2009;30(6):1168-76.
Cardoso MH, Capellini SA. Ocorrência da disgrafia em escolares com dificuldades e transtornos de aprendizagem. In: Capellini SA, Sampaio MN, Oliveira AM, orgs. Tópicos em transtornos de aprendizagem II: ênfase na perspectiva interdisciplinar. 1ª ed. São José dos Campos: Pulso Editorial; 2012. p.21-34.
Overdele A, Hulstijn W. Handwriting development in grade 2 and grade 3 primary school children with normal, at risk, or dysgraphic characteristics. Res Dev Disabil. 2011;32(2):540-8.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2013 Mariana Banzato Stenico, Simone Aparecida Capellini
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
