• JoomlaWorks Simple Image Rotator
  • JoomlaWorks Simple Image Rotator
  • JoomlaWorks Simple Image Rotator
  • JoomlaWorks Simple Image Rotator
  • JoomlaWorks Simple Image Rotator
  • JoomlaWorks Simple Image Rotator
  • JoomlaWorks Simple Image Rotator
  • JoomlaWorks Simple Image Rotator
  • JoomlaWorks Simple Image Rotator
  • JoomlaWorks Simple Image Rotator
 
  Bookmark and Share
 
 
Master's Dissertation
DOI
https://doi.org/10.11606/D.25.2021.tde-06122021-104701
Document
Author
Full name
Isabella De Luca
Institute/School/College
Knowledge Area
Date of Defense
Published
Bauru, 2021
Supervisor
Committee
Crenitte, Patricia Abreu Pinheiro (President)
Azoni, Cíntia Alves Salgado
Costa, Aline Roberta Aceituno da
Mattar, Tais de Lima Ferreira
Title in Portuguese
Informação visual na dislexia: influência da oculomotricidade durante a leitura
Keywords in Portuguese
Eye-Tracker
Fixações
Leitura
Percepção visual
Transtorno específico de aprendizagem
Abstract in Portuguese
A dislexia é uma desordem neurofuncional heterogênea que afeta a linguagem, representada por uma dificuldade em ler fluentemente. Além dos déficits fonológicos, bem explorados pela literatura científica, escolares com dislexia também podem apresentar déficits de percepção visual. O objetivo do estudo foi investigar o desempenho da informação visual de escolares com dislexia durante a leitura oral e silenciosa, no intuito de avaliar as variáveis relacionadas ao controle visual (número, duração, média de duração, porcentagem e frequência de fixação, tempo e velocidade de leitura), entre estes indivíduos e às leitura oral e silenciosa. Participaram do estudo 14 escolares, divididos em grupo experimental (GE) e grupo controle (GC), pareados pela idade e escolaridade, respeitando os critérios de inclusão do estudo. Os escolares foram submetidos à leitura silenciosa e oral de textos, um para cada categoria avaliada, selecionados de acordo com a escolaridade dos participantes, sendo verificada, posteriormente às leituras, a compreensão. A frequência e o tempo das fixações oculares durante a leitura foram monitoradas pelo equipamento Eye-tracker ASL, modelo Mobile Eye-5 Glasses e a fluência de leitura foi avaliada por meio da Escala de Percepção de Fluência Leitora. Os dados coletados foram analisados por meio do ANOVA One-Way. Para todas as análises adotou-se o nível de significância de 5% (p<0,05). Os resultados evidenciaram que durante as leituras, escolares com dislexia obtiveram resultados inferiores nas variáveis de fixações e tempo de leitura quando comparados a leitores fluentes da mesma idade e escolaridade, assim como foram encontrados na leitura silenciosa melhor desempenho da informação visual. Escolares com dislexia apresentaram desempenho inferior de fluência comparados a leitores fluentes. Resultados superiores de compreensão foram observados na leitura oral, sendo que escolares com dislexia tiveram desempenho inferior em ambas as leituras comparados a leitores fluentes. Em suma, escolares com dislexia apresentam características distintas de desempenho da informação visual, compreensão e fluência comparados a leitores fluentes durante as leituras silenciosa e oral.
Title in English
Keywords in English
Eye-tracker
Fixations
Reading
Specific learning disorder
Visual perception
Abstract in English
Dyslexia is a heterogeneous neurofunctional disorder that affects language, represented by a difficulty in reading fluently. Beyond to phonological deficits, which are well explored in the scientific literature, students with dyslexia can also present visual perception deficits. The aim of the study was to investigate the performance of visual information of students with dyslexia during oral and silent reading, in order to assess variables related to visual control (number, duration, average duration, percentage and frequency of fixation, time and speed reading) between these individuals and to oral and silent reading. Fourteen students participated in the study, divided into an experimental group (EG) and a control group (CG), paired for age and scholing, respecting the study inclusion criteria. The students were submitted to silent and oral reading of texts, one for each category evaluated, selected according to the education of the participants, and after the readings, comprehension was verified. The frequency and time of eye fixation during reading were monitored by the Eyetracker ASL equipment, model Mobile Eye-5 Glasses, and reading fluency was assessed using the Perception of Reading Fluency Scale. The collected data were analyzed using One-Way ANOVA. For all analyses, a significance level of 5% (p<0.05) was adopted. The results showed that during readings, students with dyslexia had lower results in the variables of fixation and reading time when compared to fluent readers of the same age and schooling, as well as better performance of visual information in silent reading. Students with dyslexia had lower fluency performance compared to fluent readers. Superior comprehension results were observed in oral reading, and students with dyslexia had lower performance in both readings compared to fluent readers. In short, students with dyslexia have different performance characteristics of visual information, comprehension and fluency compared to fluent readers during silent and oral reading.
 
WARNING - Viewing this document is conditioned on your acceptance of the following terms of use:
This document is only for private use for research and teaching activities. Reproduction for commercial use is forbidden. This rights cover the whole data about this document as well as its contents. Any uses or copies of this document in whole or in part must include the author's name.
IsabelladeLucca_Rev.pdf (919.08 Kbytes)
Publishing Date
2021-12-06
 
WARNING: Learn what derived works are clicking here.
All rights of the thesis/dissertation are from the authors
CeTI-SC/STI
Digital Library of Theses and Dissertations of USP. Copyright © 2001-2022. All rights reserved.