Purpose
to analyze and compare the reading and writing performance of children with developmental dyslexia after tutoring based on response to intervention model.
Methods
fifteen children with the interdisciplinary diagnosis of developmental dyslexia participated in this study. They were attending 2nd to 6th year of elementary public school in Marilia-SP, ranging in age from 8 to 12 years, 75% males. The children were assigned into Group I – experimental group (7 children who received intervention) and Group II – control group matched for gender and age(8 children did not receive the intervention). The children were subjected to a diagnostic survey of reading and writing performance and tutoring intervention program based on the model of Response to intervention Model. The results were statistically analyzed by Wilcoxon and Kruskal-Wallis tests to check for possible differences in performance between the groups studied.
Results
the results showed a statistically significant difference between the Group I and Group II, where children with dyslexia of Group I showed higher performance than children of GII in word reading and reading the book I tasks.
Conclusion
group I presented significant advances compared to Group II, which had no tutoring intervention.
Dyslexia; Reading; Writing; Preceptorship; Remediation