Ocorrência dos processos cognitivos de leitura e escrita e habilidades percepto-visuais em escolares com dislexia visual

Abstract

Dyslexia subtypes of the development are not differentiated; most diagnoses concentrate on a generalized approach; moreover, the characteristics of each subtype are not considered. OBJECTIVES: To evaluate, compare and classify the occurrences of cognitive processes of reading, writing and perceptual-visual skills in students with visual dyslexia. METHOD: This is an observational, cross-sectional, descriptive study, sample of 80 students, both sexes, divided into two groups: 40 schoolchildren diagnosed with Developmental Dyslexia (GI), with a mean age of 11.22 ± 1.4 years and 40 students with good schooling performance (GII), with a mean age of 11.37 ± 1.28 years. T Test was used to compare GI and GII, with significance level p <0.05. Instruments used: Proof of Reading Processes Assessment (PRPA), Visual Perceptual Skills Test (VPST – 3) and Bruininks-Oseretsky Motor Proficiency subtest (7 and 8) (TPMBO). RESULTS: In a first stage, the students of GI, as compared to the GII group presented inferior performance in all the PROLEC tests; they presented results in TVPS-3: Very/ Low and Low/Medium and, in the visuomotor coordination subtests (TPMBO), the GI resulted inadequate. In the second stage the visual dyslexics were classified, resulting in 12 (30). The preferences for reading routes were observed and errors in reading aloud were classified. CONCLUSION: It is concluded that the significance in characterizing the dyslexia subtype can be essential, because the application of therapeutic techniques, preventive interventions, effective, will depend on the correct approach of the observed disorders and accurate and multidisciplinary diagnosis.