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Desfazendo nós de letras: caminhos para o sucesso de um aluno com dislexia
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Dislexia é uma dificuldade de aprendizagem específica, de origem neurobiológica, que afeta principalmente a leitura, a escrita e a ortografia. Estas dificuldades resultam de um défice na componente fonológica da linguagem e manifesta-se em dificuldades no reconhecimento preciso e fluente das palavras, na descodificação de símbolos escritos e na capacidade de soletrar.
A investigação procura avaliar a eficácia das atividades/estratégias criadas e implementadas pela investigadora, partindo da premissa de que a Perturbação de Aprendizagem Específica, com défice na leitura - Dislexia, constitui uma das dificuldades mais comuns no contexto escolar.
As estratégias/atividades delineadas baseiam-se na pesquisa documental e nas dificuldades manifestadas pela aluna, com especial destaque para a utilização do Método Fonomímico de Paula Teles, adaptado aos objetivos definidos.
Os resultados obtidos evidenciam a eficácia das atividades construídas, uma vez que permitiram progressos significativos nas competências de leitura e escrita da aluna. A utilização de estratégias multissensoriais, estruturadas e cumulativas, revelou-se particularmente adequada, promovendo, não apenas a descodificação e a fluência leitora, mas também uma maior motivação e envolvimento da aluna no processo de aprendizagem.
Estes resultados confirmam o potencial das atividades implementadas, podendo constituir um ponto de partida para futuras intervenções, adaptadas a perfis semelhantes, contribuindo para a construção de um sistema educativo mais inclusivo e equitativo.
Dyslexia is a specific learning difficulty of neurological origin that primarily affects reading, writing and spelling. These difficulties result from a deficit in the phonological component of language and is characterised by problems with accurate and fluent word recognition, poor decoding, and weak spelling abilities. This research, structured as a case study, aims to assess the effectiveness of the activities and strategies developed and implemented by the researcher, on the premise that Specific Learning Disorder, with impairment in reading, Dyslexia, is among the most common learning difficulties within the school context. The strategies designed were based on a review of the literature and on the difficulties demonstrated by the child, with particular emphasis on the use of Paula Teles’s phonic-syllabic and multisensory method, adapted to the previously defined goals. The findings demonstrate the effectiveness of the activities implemented, as they led to significant improvements in the student’s reading and writing skills. The multisensory, structured and cumulative strategies employed in this study were found to be particularly effective, enhancing not only decoding skills and reading fluency, but also increasing the student’s motivation and engagement in the learning process. The results achieved demonstrate the potential of these strategies, providing a starting point for further research tailored to similar profiles, and contributing to the development of a more inclusive and equitable educational system.
Dyslexia is a specific learning difficulty of neurological origin that primarily affects reading, writing and spelling. These difficulties result from a deficit in the phonological component of language and is characterised by problems with accurate and fluent word recognition, poor decoding, and weak spelling abilities. This research, structured as a case study, aims to assess the effectiveness of the activities and strategies developed and implemented by the researcher, on the premise that Specific Learning Disorder, with impairment in reading, Dyslexia, is among the most common learning difficulties within the school context. The strategies designed were based on a review of the literature and on the difficulties demonstrated by the child, with particular emphasis on the use of Paula Teles’s phonic-syllabic and multisensory method, adapted to the previously defined goals. The findings demonstrate the effectiveness of the activities implemented, as they led to significant improvements in the student’s reading and writing skills. The multisensory, structured and cumulative strategies employed in this study were found to be particularly effective, enhancing not only decoding skills and reading fluency, but also increasing the student’s motivation and engagement in the learning process. The results achieved demonstrate the potential of these strategies, providing a starting point for further research tailored to similar profiles, and contributing to the development of a more inclusive and equitable educational system.
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Dislexia Reeducação Leitura Escrita Diferenciação pedagógica Métodos Multissensoriais Dyslexia Intervention Program Reading Writing Differentiation Multisensory Approaches