A carregar...
Publicação
Processamento visual e fonológico na atividade de leitura com recurso ao eye-tracking : estudo com crianças prematuras com perturbação neuromotora ligeira e moderada entre os 7 e 10 anos
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 2.7 MB | Adobe PDF |
Orientador(es)
Resumo(s)
Esta tese de doutoramento aborda o impacto da leitura em português em meio digital em crianças com perturbações neuromotoras, sendo composta de três estudos. Dadas as características motoras, neurosensoriais, de linguagem e cognitivas desta população, houve necessidade de utilizar um sistema de avaliação que melhor se adaptasse e facilitasse a avaliação da leitura, tendo-se recorrido ao rastreamento visual (eye-tracking) utilizado transversalmente nos três estudos. No primeiro estudo é analisado o potencial da ferramenta de rastreamento visual, sendo avaliado o aspeto principal, a funcionalidade da atenção visual, nomeadamente a fixação visual, seguimento visual, transferência do olhar e procura visual, por serem funções visuais básicas e indicadoras dos mecanismos visuopercetivos essenciais para a leitura, sobretudo em crianças com perturbações neuromotoras. Foi ainda determinada a validade de constructo desta ferramenta e realizada a avaliação da sua usabilidade, num grupo de profissionais utilizadores. Nos resultados obtidos deste estudo, encontraram-se dificuldades significativas na atenção visual, sobretudo no seguimento visual de um alvo em movimento, com associação significativa aos níveis de funcionalidade visuomotora e cognição. A ferramenta e todo o sistema utilizado na avaliação da atenção visual apresentou um bom nível de fiabilidade e de usabilidade com confiança por parte dos profissionais utilizadores revelando ser um bom biomarcador da atenção visual nesta população. No segundo estudo, que dá corpo ao título da tese, procura-se compreender o processamento da leitura numa amostra constituída por três grupos de crianças em idade escolar; um de crianças nascidas pré-termo com perturbações neuromotoras, outro de crianças nascidas de termo com perturbações neuromotoras e um terceiro grupo de controlo, de crianças nascidas de termo tipicamente desenvolvidas. Foram encontradas dificuldades nos padrões visuais da leitura analisados pela ferramenta de rastreamento visual, em ambos os grupos de perturbações neuromotoras, nascidos pré-termo e de termo, apresentando estes dois grupos cerca de três vezes mais tempo a ler com mais fixações, incluindo fixações de retrocessos e com mais padrões anómalos quando comparados com os tipicamente desenvolvidos de controlo. O impacto da prematuridade na leitura não sobressaiu face à patologia neuromotora, sendo esta patologia mais impactante quando comparada com o grupo de controlo de crianças tipicamente desenvolvidas. Por último, realizou-se um terceiro estudo sobre a leitura de palavras e textos, com o mesmo recurso de rastreamento visual, numa amostra de crianças com necessidades educativas específicas, procurando identificar padrões visuais na leitura, obtidos com a ferramenta de rastreamento visual e associá-los aos níveis de aprendizagem de leitura de palavras e sobretudo de textos. Esta população apresentou igualmente padrões visuais de rastreamento visual com fixações de retrocesso, indicadores da necessidade de reler e consolidar a leitura, mas sobretudo verificou-se uma maior percentagem de padrões anómalos, evidenciando maior dispersão na leitura de frases. A combinação destes três estudos procura contribuir para o desenvolvimento de novas estratégias de avaliação nas populações com perturbações neuromotoras. Confirma ser o uso da tecnologia de rastreamento visual vantajoso, permitindo suprir dificuldades motoras por um lado e por outro lado facilitar a rapidez na identificação de dificuldades de atenção visual e na leitura. Esta ferramenta, com elevada precisão e eficácia, torna-se uma aliada preciosa para os profissionais (terapeutas ocupacionais, terapeutas da fala, educadores e professores) que diariamente enfrentam dificuldades na análise e planeamento de estratégias para a intervenção com estas crianças. A avaliação precisa feita pelo psicólogo com as ferramentas adequadas, constitui assim uma vantagem para a criança, sendo o primeiro passo para uma intervenção o mais atempada possível.
This doctoral thesis deals with the impact of reading Portuguese in a digital environment on children with neuromotor disorders, and is made up of three studies. Given the motor, neurosensory, language and cognitive characteristics of this population, there was a need to use an assessment system that best adapted to and facilitated the assessment of reading, and eye-tracking was used across the three studies. The first study analysed the potential of the eye-tracking tool, assessing the main aspect, the functionality of visual attention, namely visual fixation, visual tracking, gaze transfer and visual search, as these are basic visual functions and indicators of the visuoperceptual mechanisms essential for reading, especially in children with neuromotor disorders. The construct validity of this assessment tool was also determined and its usability evaluated in a group of professional users. The results of this study found significant difficulties in visual attention, especially in visual tracking of a moving target, with a significant association with levels of visuomotor functionality and cognition. The tool and the entire system used to assess visual attention showed a good level of reliability and usability with confidence on the part of the professional users, proving to be a good biomarker of visual attention in this population. The second study, which embodies the title of the thesis, seeks to understand reading processing in a sample made up of three groups of school-age children: one of preterm children with neuromotor disorders, another of term children with neuromotor disorders and a control group typically developed at term and with no associated pathology. Difficulties were found in the visual patterns of reading analysed by the eye-tracking tool in both groups of neuromotor disorders, born preterm and term, with these two groups spending around three times longer reading with more fixations, including backward fixations, and with more anomalous patterns when compared to the typically developed control group. The impact of prematurity on reading did not stand out when compared to neuromotor pathology, with neuromotor pathology having a greater impact when compared to the typically developed control group. Finally, a third study was carried out on the reading of words and texts, using the same eye-tracking tool, on a sample of children with specific educational needs, seeking to identify visual patterns in reading, data obtained with the eye-tracking tool and associating them with learning levels in the reading of words and especially texts. This population also showed visual tracking patterns with backward fixations, indicators of the need to reread and consolidate reading, but above all there was a higher percentage of anomalous patterns showing greater dispersion in sentence reading. The combination of these three studies seeks to contribute to the development of new assessment strategies in these populations with neuromotor disorders, confirming that the use of eye-tracking technology is advantageous in the assessment of these populations, making it possible to overcome motor difficulties on the one hand, while on the other hand facilitating the rapid identification of visual attention difficulties, as well as difficulties and alterations in reading, providing highly accurate and effective information for professionals (occupational therapists, speech therapists, educators and teachers) who face daily difficulties in analysing and planning strategies for intervention with these children. The precise assessment carried out by the psychologist with the appropriate tools is an advantage for the child and the first step towards the earliest possible intervention, which is crucial for these children with neuromotor disorders.
This doctoral thesis deals with the impact of reading Portuguese in a digital environment on children with neuromotor disorders, and is made up of three studies. Given the motor, neurosensory, language and cognitive characteristics of this population, there was a need to use an assessment system that best adapted to and facilitated the assessment of reading, and eye-tracking was used across the three studies. The first study analysed the potential of the eye-tracking tool, assessing the main aspect, the functionality of visual attention, namely visual fixation, visual tracking, gaze transfer and visual search, as these are basic visual functions and indicators of the visuoperceptual mechanisms essential for reading, especially in children with neuromotor disorders. The construct validity of this assessment tool was also determined and its usability evaluated in a group of professional users. The results of this study found significant difficulties in visual attention, especially in visual tracking of a moving target, with a significant association with levels of visuomotor functionality and cognition. The tool and the entire system used to assess visual attention showed a good level of reliability and usability with confidence on the part of the professional users, proving to be a good biomarker of visual attention in this population. The second study, which embodies the title of the thesis, seeks to understand reading processing in a sample made up of three groups of school-age children: one of preterm children with neuromotor disorders, another of term children with neuromotor disorders and a control group typically developed at term and with no associated pathology. Difficulties were found in the visual patterns of reading analysed by the eye-tracking tool in both groups of neuromotor disorders, born preterm and term, with these two groups spending around three times longer reading with more fixations, including backward fixations, and with more anomalous patterns when compared to the typically developed control group. The impact of prematurity on reading did not stand out when compared to neuromotor pathology, with neuromotor pathology having a greater impact when compared to the typically developed control group. Finally, a third study was carried out on the reading of words and texts, using the same eye-tracking tool, on a sample of children with specific educational needs, seeking to identify visual patterns in reading, data obtained with the eye-tracking tool and associating them with learning levels in the reading of words and especially texts. This population also showed visual tracking patterns with backward fixations, indicators of the need to reread and consolidate reading, but above all there was a higher percentage of anomalous patterns showing greater dispersion in sentence reading. The combination of these three studies seeks to contribute to the development of new assessment strategies in these populations with neuromotor disorders, confirming that the use of eye-tracking technology is advantageous in the assessment of these populations, making it possible to overcome motor difficulties on the one hand, while on the other hand facilitating the rapid identification of visual attention difficulties, as well as difficulties and alterations in reading, providing highly accurate and effective information for professionals (occupational therapists, speech therapists, educators and teachers) who face daily difficulties in analysing and planning strategies for intervention with these children. The precise assessment carried out by the psychologist with the appropriate tools is an advantage for the child and the first step towards the earliest possible intervention, which is crucial for these children with neuromotor disorders.
Descrição
Palavras-chave
Perturbações neuromotoras Prematuridade Rastreamento visual Avaliação da atenção visual Avaliação da leitura Neuromotor disorders Prematurity Eye-tracking Reading assessment Visual attention assessment
Contexto Educativo
Citação
Editora
Licença CC
Sem licença CC