Desempenho percepto-viso-motor e da escrita manual de escolares com dislexia do subtipo misto e escolares com bom desempenho acadêmico
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2020-03-19
Autores
Sellin, Larissa [UNESP]
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Universidade Estadual Paulista (Unesp)
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Objetivos: Este estudo teve por objetivos caracterizar e comparar o desempenho percepto-viso-motor e da escrita manual de escolares com Dislexia do subtipo Misto e escolares com bom desempenho acadêmico. Método: Participaram deste estudo 26 escolares de ambos os sexos, na faixa etária de 9 anos a 11 anos e 11 meses do 4º e 5º anos do Ensino Fundamental I de escolas públicas municipais, com nível socioeconômico médio, distribuídos em dois grupos: Grupo I (GI), composto por 13 escolares com diagnóstico multidisciplinar de Dislexia do Desenvolvimento do subtipo Misto, e Grupo II (GII): composto por 13 escolares de uma escola da rede de ensino municipal com bom desempenho acadêmico pareados segundo sexo, escolaridade e faixa etária ao GI. Todos os escolares deste estudo foram submetidos à aplicação dos seguintes procedimentos: Teste de Desenvolvimento da Percepção Visual III - DTVP-III (HAMMILL, VORESS; PEARSON, 2014), Escala de Disgrafia e análise da escrita pelo Software Movalyzer 6.1 (NEUROSCRIPT, 2019). Os resultados foram analisados estatisticamente utilizando os seguintes testes: Teste de Mann-Whitney, Teste dos Postos Sinalizados de Wilcoxon e o teste de Friedman, objetivando verificar diferenças intragrupos e intergrupos para as variáveis de interesse no DTVP-III, na Escala de Disgrafia e nas medidas de velocidade e pressão da escrita manual pelo Software Movalyzer. Os resultados foram analisados estatisticamente no nível de significância de 5% (0,050). Resultados: Os resultados mostraram que houve diferenças estatisticamente significantes entre GI e GII nos parâmetros da Escala de Disgrafia linhas flutuantes, espaço irregular, pontos de junção, movimentos bruscos e irregularidade de dimensão. O GII apresentou desempenho superior em relação ao GI nas variáveis estudadas por meio do DTVP-III em Integração Viso-Motora, Percepção de Motricidade Reduzida e Percepção Visual Geral. Não houve diferença estatisticamente significante entre GI e GII nas variáveis analisadas pelo Software Movalyzer. Conclusão: Os resultados deste estudo nos permitiram concluir que os escolares com Dislexia Mista apresentam perfil de desempenho inferior aos escolares com bom desempenho acadêmico em habilidades de Percepção Visual Geral, Percepção Visual de Motricidade Reduzida e Percepção Viso-Motora, o que pode ser a causa da qualidade de escrita disgráfica caracterizada por linhas flutuantes, espaço irregular, pontos de junção, movimento brusco e irregularidade de dimensão.
Objectives: This study aimed to characterize and compare the perceptual-visual-motor and handwriting performance of students with Mixed Dyslexia and students with good academic performance. Method: Twenty-six schoolchildren of both sexes participated in this study, aged 9 to 11 years and 11 months old, from 4th and 5th grades of elementary school in municipal public schools, from an average socioeconomic level, divided into two groups: Group I (GI), composed of 13 students with a multidisciplinary diagnosis of Mixed Developmental Dyslexia, and Group II (GII): composed of 13 students with good academic performance from a municipal school and matched according to gender, education and age to GI. All students in this study were subjected to the application of the following procedures: Developmental Test of Visual Perception III - DTVP-III (HAMMILL, VORESS; PEARSON, 2014), Dysgraphia Scale and writing analysis by NeuroScript Movalyzer 6.1 Software (NEUROSCRIPT, 2019). The results were analyzed statistically using the following tests: Mann-Whitney Test, Wilcoxon Signed Rank Test and Friedman Test, aiming to verify intragroup and intergroup differences for the variables of interest in the DTVP-III, the Dysgraphic Scale and the measures of handwriting speed and pressure by the Movalyzer Software. The results were analyzed statistically at a significance level of 5% (0.050). Results: The results showed that there were statistically significant differences between GI and GII in the parameters of the Dysgraphia Scale, floating lines, irregular spaces between words, junction points, sudden movements and dimension irregularities. GII showed superior performance in relation to GI in the variables analyzed with the DTVP-III in Visual-Motor Integration, Reduced Motricity Perception and General Visual Perception. There was no statistically significant difference between GI and GII in the variables analyzed by the Movalyzer Software. Conclusion: The results of this study allowed us to conclude that students with Mixed Dyslexia present a lower performance profile than students with good academic performance in General Visual Perception, Reduced Motricity Visual Perception and Visual-Motor Perception skills, which may be the cause of the quality of dysgraphic writing characterized by floating lines, irregular spaces, junction points, sudden movements and dimension irregularities.
Objectives: This study aimed to characterize and compare the perceptual-visual-motor and handwriting performance of students with Mixed Dyslexia and students with good academic performance. Method: Twenty-six schoolchildren of both sexes participated in this study, aged 9 to 11 years and 11 months old, from 4th and 5th grades of elementary school in municipal public schools, from an average socioeconomic level, divided into two groups: Group I (GI), composed of 13 students with a multidisciplinary diagnosis of Mixed Developmental Dyslexia, and Group II (GII): composed of 13 students with good academic performance from a municipal school and matched according to gender, education and age to GI. All students in this study were subjected to the application of the following procedures: Developmental Test of Visual Perception III - DTVP-III (HAMMILL, VORESS; PEARSON, 2014), Dysgraphia Scale and writing analysis by NeuroScript Movalyzer 6.1 Software (NEUROSCRIPT, 2019). The results were analyzed statistically using the following tests: Mann-Whitney Test, Wilcoxon Signed Rank Test and Friedman Test, aiming to verify intragroup and intergroup differences for the variables of interest in the DTVP-III, the Dysgraphic Scale and the measures of handwriting speed and pressure by the Movalyzer Software. The results were analyzed statistically at a significance level of 5% (0.050). Results: The results showed that there were statistically significant differences between GI and GII in the parameters of the Dysgraphia Scale, floating lines, irregular spaces between words, junction points, sudden movements and dimension irregularities. GII showed superior performance in relation to GI in the variables analyzed with the DTVP-III in Visual-Motor Integration, Reduced Motricity Perception and General Visual Perception. There was no statistically significant difference between GI and GII in the variables analyzed by the Movalyzer Software. Conclusion: The results of this study allowed us to conclude that students with Mixed Dyslexia present a lower performance profile than students with good academic performance in General Visual Perception, Reduced Motricity Visual Perception and Visual-Motor Perception skills, which may be the cause of the quality of dysgraphic writing characterized by floating lines, irregular spaces, junction points, sudden movements and dimension irregularities.
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Palavras-chave
Fonoaudiologia, Escrita manual, Percepto-viso-motor, Speech therapy, Handwriting, Perceptual-visual-motor