Efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia

Natália Fusco · Giseli Donadon Germano · Simone Aparecida Capellini

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Reading and Literacy Development Writing and Handwriting Education Developmental and Educational Neuropsychology

Abstract

PURPOSE: To verify the efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia. METHODS: The participants were 20 students from third to fifth grade of a public elementary school in Marília, São Paulo, aged from 8 years to 11 years and 11 months, distributed into the following groups: Group I (GI; 10 students with developmental dyslexia) and Group II (GII; 10 students with good academic performance). A perceptual and visual-motor intervention program was applied, which comprised exercises for visual-motor coordination, visual discrimination, visual memory, visual-spatial relationship, shape constancy, sequential memory, visual figure-ground coordination, and visual closure. In pre- and post-testing situations, both groups were submitted to the Test of Visual-Perceptual Skills (TVPS-3), and the quality of handwriting was analyzed using the Dysgraphia Scale. RESULTS: The analyzed statistical results showed that both groups of students had dysgraphia in pretesting situation. In visual perceptual skills, GI presented a lower performance compared to GII, as well as in the quality of writing. After undergoing the intervention program, GI increased the average of correct answers in TVPS-3 and improved the quality of handwriting. CONCLUSION: The developed intervention program proved appropriate for being applied to students with dyslexia, and showed positive effects because it provided improved visual perception skills and quality of writing for students with developmental dyslexia.

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References

2012A Causal Link between Visual Spatial Attention and Reading Acquisition 2000Knowledge, Processing, and Working Memory: Implications for a Theory of Writing 2009Dyslexia, dysgraphia, procedural learning and the cerebellum 2006Handwriting Difficulties in Primary School Children: A Search for Underlying Mechanisms 2007Gender differences in severity of writing and reading disabilities 2012Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting execution 2006Automatic segmentation as a tool for examining the handwriting process of children with dysgraphic and proficient handwriting 2009Relationships between handwriting performance and organizational abilities among children with and without dysgraphia: A preliminary study

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