Eye tracking e o Método Davis: análise cognitiva no ensino de alunos com transtorno de aprendizagem disléxico

Abstract

Learning disorders, especially dyslexia, represent significant barriers to language acquisition, directly impacting students’ academic performance and emotional wellbeing. This research was justified by the need to explore educational approaches tailored to the cognitive specificities of dyslexic students, proposing the Davis Multisensory Method combined with eye tracking technology as an innovative intervention. The main objective was to quantitatively and qualitatively assess changes in visual processing before and after the application of the method, aiming to verify its effectiveness in improving reading skills. The study followed an applied, qualitative, and exploratory methodology, with a deductive approach using observational procedures and action research. Five 5th-grade students diagnosed with dyslexic learning disorder and enrolled in public schools in Boa Vista-RR participated in the study. Data were collected through semi-structured interviews with guardians, the use of the Gazepoint GP3 HD eye tracker, and the application of a six-step intervention protocol. The results showed a reduction in the total number of eye fixations and reading time, along with an increase in the average fixation duration, suggesting more efficient visual processing and deeper textual engagement. Although statistical tests did not show significant differences due to the small sample size, the observed patterns revealed improvements in visual control and reading fluency. A learning assessment task administered after the intervention showed an average accuracy rate of 66%, indicating meaningful learning. It is concluded that the integrated use of the Davis Method and eye tracking constitutes a promising strategy for more accurate diagnosis and personalized pedagogical interventions, contributing to more inclusive and effective teaching practices for students with dyslexia.