Interventions for Dyslexia in Brazil: A Scoping Review Discussed within the Perspective of International Best Practice

Autor/inn/en	Signor, Rita; Claessen, Mary; Leitão, Suze
Titel	Interventions for Dyslexia in Brazil: A Scoping Review Discussed within the Perspective of International Best Practice
Quelle	In: Australian Journal of Learning Difficulties, 25 (2020) 1, S.1-30 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Signor, Rita) ORCID (Leitão, Suze)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2019.1709216
Schlagwörter	Foreign Countries; Dyslexia; Intervention; Phonological Awareness; Reading Instruction; Writing Instruction; Educational Technology; Technology Uses in Education; Auditory Perception; Training; Visual Perception; Psychomotor Skills; Reading Programs; Brazil + Suchen Sie Ihr Suchwort? Ausland; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Leseunterricht; Schreibunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Ausbildung; Visuelle Wahrnehmung; Psychomotorische Aktivität; Brasilien
Abstract	Reading success has a significant impact on social, academic and vocational engagement. While there have been many advances in Brazilian educational policy, and a reduction in rates of absolute illiteracy, low levels of literacy continue to be a significant area of concern. We aimed to scope the literature to identify the types of intervention researched in Brazil for people with developmental dyslexia; map the findings to international theories of dyslexia and draw on these findings to inform future clinical practice and research. Four databases were searched and a total of 13 studies met eligibility criteria. Four key themes were identified: (1) phonological-based intervention, reading and writing; (2) intervention using computerised technology; (3) auditory processing training and (4) training of visuomotor skills. Whilst most interventions were in keeping with current international theory, a number of methodological issues were identified which, if addressed, would strengthen future research and inform clinical practice in Brazil. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01