Interventions for dyslexia in Brazil: a scoping review discussed within the perspective of international best practice

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.

Acknowledgments

We would like to acknowledge the support from Diana Blackwood, Faculty Librarian | Faculty of Health Sciences & Vice Chancellory University Library, Curtin University, in the methodology of the scoping review.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Brazilian pedagogues teach in early childhood education (0–5 years old) and in the first years (first to fifth grades).

2. Psychopedagogue is a professional that has specialised training to attend children with learning difficulties.