Identificação das habilidades motoras e visuomotoras em escolares com dislexia visual

Abstract

Developmental dyslexia is a condition that has been associated to motor difficulties; however, little is known about what is shared or differentiated among its subtypes. OBJECTIVE: Characterize the sample to classify students with visual dyslexia and identify their motor and visual-motor skills. Defining a motor profile. METHODS: This is a cross-sectional, descriptive study with a sample of 80 students; both sexes; divided into two groups: 40 students diagnosed with Developmental Dyslexia; mean age of 11.22 ± 1.4 years and 40 students without complaints of learning difficulties; mean age of 11.37 ± 1.28 years. The instruments used in the Reading Processes Assessment Test (PROLEC), the Visual Perceptual Skills Test (TVPS – 3) and the Bruininks-Oseretsky Motor Proficiency Test (TPMBO) were used. RESULTS: The students from G1 compared to those from G2 have presented a worse performance in all PROLEC tests; in TVPS – 3 the Very Low and Low / Average results in G1 were higher than in G2 in most subtests, and results in visual-motor coordination and manual dexterity of G1 were inadequate and inferior to G2 by TPMBO. In a second stage, visual dyslexics were classified, thus finding 12 (30%) visual dyslexics. The motor skills of the visual dyslexics of the study, presented lower percentage classifications in reaction speed, visual motor control and manual ability. CONCLUSION: It is concluded that motor difficulties do not allow defining a typical motor profile of the visual dyslexic, but rather identify areas of difficulty in specific motor skills, fostering a specific approach.