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Os contributos das estratégias multissensoriais para uma intervenção eficaz na dislexia dos alunos no 1º ciclo do ensino básico
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A dislexia é uma perturbação específica da aprendizagem, de origem neurobiológica, que afeta a precisão, fluência e automatização da leitura, comprometendo a descodificação, a ortografia e a compreensão textual. No 1.º ciclo do Ensino Básico, estas dificuldades tornam-se particularmente evidentes, exigindo práticas pedagógicas diferenciadas e fundamentadas na evidência científica. A literatura destaca a importância das abordagens estruturadas, explícitas e multissensoriais, capazes de reforçar a consciência fonológica, a associação grafema - fonema e a fluência leitora. Neste contexto, o presente estudo teve como objetivo analisar o contributo das estratégias multissensoriais, incluindo o Programa EKui, para a intervenção eficaz na dislexia em alunos do 1.º ciclo. A investigação adotou uma metodologia qualitativa, recorrendo a entrevistas semiestruturadas realizadas a 35 professores do 1.º ciclo, com vista a compreender perceções, práticas e desafios na implementação destas metodologias. A análise temática das transcrições revelou que os docentes reconhecem a centralidade da consciência fonológica, da intervenção precoce e da diferenciação pedagógica, embora refiram limitações ao nível da formação específica e dos recursos disponíveis. Os professores que utilizam estratégias multissensoriais relatam melhorias significativas na motivação, fluência leitora, discriminação auditiva e autonomia dos alunos com dislexia. Os resultados evidenciam que as metodologias multissensoriais, como o Programa EKui, constituem um contributo relevante para o desenvolvimento da leitura e da escrita, promovendo ambientes inclusivos e equitativos. O estudo reforça a necessidade de formação contínua dos docentes e de práticas pedagógicas baseadas na evidência, capazes de garantir o sucesso educativo e o bem-estar sócio emocional das crianças com dislexia.
Dyslexia is a neurobiological specific learning disorder characterised by persistent difficulties in decoding, spelling, reading accuracy and fluency, despite adequate cognitive abilities and educational opportunities. In the early years of primary education, these difficulties become particularly evident, requiring structured, explicit and evidence-based pedagogical approaches. The literature highlights the effectiveness of multisensory methodologies in strengthening phonological awareness, grapheme– phoneme correspondence and reading fluency. This study aimed to examine the contribution of multisensory strategies, including the EKui Programme, to effective intervention in dyslexia among pupils in the first cycle of basic education. A qualitative research design was adopted, using semi-structured interviews with 35 primary school teachers to explore their perceptions, practices and challenges regarding the implementation of multisensory approaches. Thematic analysis revealed that teachers acknowledge the centrality of phonological processing, early intervention and differentiated instruction, while also reporting constraints related to training and resource availability. Teachers who employ multisensory methodologies reported significant improvements in pupils’ motivation, reading fluency, auditory discrimination and autonomy. Findings indicate that multisensory approaches represent a valuable pedagogical contribution to the development of reading and writing skills, promoting inclusive and equitable learning environments. The study reinforces the need for continuous teacher training and the adoption of evidence-based practices to ensure the academic success and socio-emotional well-being of pupils with dyslexia.
Dyslexia is a neurobiological specific learning disorder characterised by persistent difficulties in decoding, spelling, reading accuracy and fluency, despite adequate cognitive abilities and educational opportunities. In the early years of primary education, these difficulties become particularly evident, requiring structured, explicit and evidence-based pedagogical approaches. The literature highlights the effectiveness of multisensory methodologies in strengthening phonological awareness, grapheme– phoneme correspondence and reading fluency. This study aimed to examine the contribution of multisensory strategies, including the EKui Programme, to effective intervention in dyslexia among pupils in the first cycle of basic education. A qualitative research design was adopted, using semi-structured interviews with 35 primary school teachers to explore their perceptions, practices and challenges regarding the implementation of multisensory approaches. Thematic analysis revealed that teachers acknowledge the centrality of phonological processing, early intervention and differentiated instruction, while also reporting constraints related to training and resource availability. Teachers who employ multisensory methodologies reported significant improvements in pupils’ motivation, reading fluency, auditory discrimination and autonomy. Findings indicate that multisensory approaches represent a valuable pedagogical contribution to the development of reading and writing skills, promoting inclusive and equitable learning environments. The study reinforces the need for continuous teacher training and the adoption of evidence-based practices to ensure the academic success and socio-emotional well-being of pupils with dyslexia.
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Dislexia Diagnóstico Estratégias multissensoriais Formação de professores Família Dyslexia Assessment Multisensory approaches Teacher education Family involve
Contexto Educativo
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Licença CC
Sem licença CC