Dificuldades de aprendizagem específicas centradas na leitura
: formas de intervenção

  • Maria Célia Fernandes da Costa Figueiredo (Student)

Student thesis: Master's Thesis


Specific reading difficulties, particularly dyslexia, are issues that have captured the interest of numerous researchers and, although there are already many studies on the subject, dyslexia is still a real problem in schools, creating an obstacle to academic learning and to the educational success of many students. Dyslexia affects not only the acquisition of reading but also writing and, since reading is the foundation for many learning skills, it has negative consequences in many other academic fields and an impact throughout the school career. The intervention will therefore be crucial for the educational success of students with dyslexia, particularly through improving their reading performance with recovery of deficient processes. It was with this problem in mind that we began this research, which aims to ascertain the merits of specialised intervention in dyslexia by conducting specific activities with 4 students, aged between 8 and 10 diagnosed with dyslexia and to verify whether, after these activities, there have been improvements in phonological awareness, and in reading fluency, accuracy, and comprehension. Initially, various assessment instruments were applied in order to assess the students’ performance in different reading components, followed by 6 months of intervention in which measures were taken to develop each of the areas assessed. After the intervention, the instruments used at the start were applied once again in order to ascertain the effectiveness of the intervention. We observed that the students evolved positively in all the areas assessed and subject to intervention, particularly in terms of reading fluency and accuracy, comprehension of the written message, phonological awareness and spelling accuracy, for which reason it can be concluded that specific intervention is indeed effective, although it cannot eliminate all dyslexic characteristics in students.
Date of Award2 Jan 2012
Original languagePortuguese
Awarding Institution
  • Universidade Católica Portuguesa
SupervisorCélia Ribeiro (Supervisor) & Anabela Carvalho (Co-Supervisor)


  • Dyslexia
  • Intervention
  • Reading fluency
  • Reading accuracy and reading comprehension


  • Mestrado em Ciências da Educação

Cite this