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Advisor(s)
Abstract(s)
As dificuldades de aprendizagem de leitura e de escrita são uma constante nas escolas
nos dias de hoje. É, portanto, urgente investigar metodologias de ensino que permitam,
às nossas crianças, atingir o sucesso académico. Este projeto de investigação pretende,
através da construção e aplicação de um programa de ensino baseado na metodologia
multissensorial, documentar e compreender as alterações nas aprendizagens de leitura
e escrita. Adotando uma metodologia de natureza qualitativa, estudo de caso múltiplo,
foram selecionados cinco participantes, por conveniência, com Dificuldade Intelectual e
Desenvolvimental (DID), Perturbações Fonológicas (PF) e dificuldades severas de
aprendizagem. A metodologia multissensorial agrega, na sua estrutura, estratégias que
contemplam um maior número de ajudas sensoriais, como as visuais e auditivas,
tradicionalmente utilizadas, como também as cinestésicas e táteis. O aumento destas
ajudas funciona como uma técnica compensatória, possibilitando à criança maior
probabilidade de sucesso. Recorrendo a instrumentos, como o Infant/ Toddler Sensory
Profile (ITSP) e Avaliação das Competências de Linguagem para a Leitura e Escrita
(ACLLE), foi possível respetivamente caraterizar o perfil sensorial de cada participante
e analisar a evolução das suas aprendizagens durante o programa, nas áreas da
consciência fonológica, leitura e escrita. Após quatro meses de intervenção, semanal,
com o programa multissensorial foi possível constatar que surgiram melhorias nas
aprendizagens de leitura e da escrita. É ainda de referir que apesar de não ter sido um
dos objetivos deste estudo, também se registaram melhorias na consciência fonológica
de todos os participantes.
Reading and writing learning difficulties are commonplace in today's schools. Therefore, researching teaching methodologies that allow children to achieve academic success is a matter of extreme urgency. Through the development and implementation of a multisensory methodology based teaching program, this research project aims at documenting and understanding any changes in reading and writing learning processes. Using a qualitative multiple case study methodology,five participants were selected by convenience with the following three criteria: Intellectual and Developmental Disabilities (IDDs) Phonological Disorders (PD) and severe learning difficulties. The multisensory methodology integrates strategies in its structure that include a greater number of sensory aids, like visual and audition aids - the most commonly used - as well as kinesthetic and tactile aids. The increase of this type of aid works as a compensation technique which allows the child to achieve a greater probability of success. Through the use of tools such as Infant/Toddler Sensory Profile (ITSP) and Avaliação das Competências de Linguagem para a Leitura e Escrita (ACLLE) (Language Competencies Evaluation for Reading and Writing (LCERW)) there was, correspondingly, the possibility of mapping the sensory profile of each participant and verifying his/her learning evolution during the program, in the areas of phonological awareness, reading and writing. The application of the multisensory program during a four-month period and a weekly frequency of interventions showed improvement in the reading and writing learning of the participants. It is also worth mentioning that, despite not being a goal of this research, there was also increase of the phonological awareness of all participants.
Reading and writing learning difficulties are commonplace in today's schools. Therefore, researching teaching methodologies that allow children to achieve academic success is a matter of extreme urgency. Through the development and implementation of a multisensory methodology based teaching program, this research project aims at documenting and understanding any changes in reading and writing learning processes. Using a qualitative multiple case study methodology,five participants were selected by convenience with the following three criteria: Intellectual and Developmental Disabilities (IDDs) Phonological Disorders (PD) and severe learning difficulties. The multisensory methodology integrates strategies in its structure that include a greater number of sensory aids, like visual and audition aids - the most commonly used - as well as kinesthetic and tactile aids. The increase of this type of aid works as a compensation technique which allows the child to achieve a greater probability of success. Through the use of tools such as Infant/Toddler Sensory Profile (ITSP) and Avaliação das Competências de Linguagem para a Leitura e Escrita (ACLLE) (Language Competencies Evaluation for Reading and Writing (LCERW)) there was, correspondingly, the possibility of mapping the sensory profile of each participant and verifying his/her learning evolution during the program, in the areas of phonological awareness, reading and writing. The application of the multisensory program during a four-month period and a weekly frequency of interventions showed improvement in the reading and writing learning of the participants. It is also worth mentioning that, despite not being a goal of this research, there was also increase of the phonological awareness of all participants.
Description
Keywords
Leitura Dificuldade de Aprendizagem Escrita Metodologia Multissensorial; Reading Learning Disabilities Multisensory Methodology Writing
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu