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Journal ArticleDOI

Processamento fonológico e desempenho escolar nas séries iniciais do ensino fundamental

23 Sep 2011-Revista Cefac (CEFAC Saúde e Educação)-Vol. 14, Iss: 1, pp 30-38
TL;DR: The authors caracterizar o desempenho escolar e o processamento fonologico de escolares da 1a and 2a series, segundo o sexo e grau de escolaridade and investigate a existencia of correlacoes entre essas variaveis.
Abstract: OBJETIVO: caracterizar o desempenho escolar e o processamento fonologico de escolares da 1a e 2a series, segundo o sexo e grau de escolaridade e investigar a existencia de correlacoes entre essas variaveis. METODO: participaram 88 escolares (48 meninos e 40 meninas) entre cinco e oito anos de idade, sem queixas relacionadas a fala ou a aprendizagem. Foram avaliados por meio do Teste de Desempenho Escolar (Stein,1994) e pelas provas de nomeacao rapida, repeticao de pseudopalavras e consciencia fonologica, habilidades relacionadas ao processamento fonologico. A analise estatistica se deu pelo teste de Mann-Withney U e pelo coeficiente de Spearman, com intervalo de confianca de 95%. RESULTADOS: a maioria dos escolares apresentou classificacao de desempenho inferior nos subtestes do Teste de Desempenho Escolar, com maior media de acertos para leitura. Nao houve diferenca significante entre meninos e meninas. Os escolares da 2a serie mostraram melhor desempenho em escrita, leitura e aritmetica, quando comparados aos alunos da 1a serie. Ao contrario dos desempenhos em leitura, escrita, aritmetica e consciencia fonologica, os desempenhos em acesso lexical e memoria fonologica nao diferenciaram as series. Na 1a serie, encontraram-se correlacoes positivas entre o acesso ao lexico mental e a consciencia fonologica, entre leitura e escrita e consciencia fonologica, e entre aritmetica e consciencia fonologica. Na 2a serie, identificaram-se correlacoes positivas entre escrita, leitura e aritmetica e com a consciencia fonologica, acesso ao lexico com memoria fonologica e consciencia fonologica. CONCLUSAO: os escolares da 2a serie apresentaram melhores escores de desempenho escolar e de consciencia fonologica quando comparados aos alunos 1a, apesar da maioria ter alcancado classificacao inferior a esperada para a serie, definida pelo Teste. Diferentes variaveis do processamento fonologico correlacionaram-se positivamente com o desempenho escolar.

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Journal Article
TL;DR: The authors investigated the relationship between rapid serial naming and phoneme awareness, and reading and spelling ability, and found that rapid serial names are particularly important for the development of the ability to read by phonological recoding.
Abstract: The study investigates the relationship between rapid serial naming and phoneme awareness, and reading and spelling ability. Participants were 146 North-American children and adolescents varying in age from seven to 18 years. Approximately half of the participants (N = 71) had reading difficulties. The results suggest that rapid serial naming contributes variation to reading and spelling ability that is independent of the contribution of phoneme awareness. However, relative to this skill, rapid serial naming makes a rather modest contribution to learning to read and spell in an alphabetic writing system. Further analyses suggested that rapid serial naming is particularly important for the development of the ability to read texts rapidly and accurately, whereas phoneme awareness is particularly important for the development of the ability to read by phonological recoding, that is, by translating letters or group of letters into their phonological codes. Finally, there was little indication that the role played by either phoneme awareness or rapid serial naming interacts with age or reading ability

38 citations

Journal ArticleDOI
TL;DR: This ability to identify and recognize a given item by the activation and concomitant articulation of its name tended to improve with age, which was not the case, however, with schoolchildren who had ADHD or dyslexia.
Abstract: Introduction: The effective development of reading and writing skills requires the concerted action of several abilities, one of which is phonological processing. One of the foremost components of phonological processing is rapid automatized naming (RAN)- the ability to identify and recognize a given item by the activation and concomitant articulation of its name. Objective: To assess the RAN performance of schoolchildren with dyslexia and attention-deficit/hyperactivity disorder (ADHD) compared with their peers. Methods: In total, 70 schoolchildren aged between 8‒11 years participated in the study. Of these, 16 children had a multiprofessional diagnosis of ADHD while 14 had been diagnosed with dyslexia. Matched with these groups, 40 schoolchildren with no history of developmental impairments were also evaluated. The RAN test was administered to assess the length of time required to name a series of familiar visual stimuli. The statistical analysis was conducted using measures of descriptive statistics and the 2-sample t-test at the 5% significance level. Results: The performance of the group with dyslexia was inferior to that of the control group, in all tasks and the ADHD group had inferior performance for color and letters-naming tasks. The schoolchildren with dyslexia and those with ADHD showed very similar response times. Age has shown to be an important variable to be analyzed separately. Children with typical language development have faster answers as they aged on colors and digits tasks while children with dyslexia or ADHD do not show improvement with age. Conclusions: The schoolchildren with dyslexia took longer to complete all tasks and ADHD took longer to complete digits and objects tasks in comparison to their peers with typical development. This ability tends to improve with age, which is not the case, however, with schoolchildren who have ADHD or dyslexia.

18 citations


Cites background or result from "Processamento fonológico e desempen..."

  • ...…impairment in rapid naming is not specific of reading disorders; in fact, recent studies support the findings of the present study by showing a relationship with rapid naming deficits in individuals with ADHD, chiefly in the rapid reading of letters, colors, and objects (Tenório and Ávila, 2012)....

    [...]

  • ...…the relationship between the ability of rapid serial naming performance in reading and writing, as well as the difficulties of children with dyslexia and ADHD in this ability (Purvis and Tannock, 2000; Souza et al., 2007; Tenório and Ávila, 2012; Germano and Capellini, 2008; Gooch et al., 2011)....

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Journal ArticleDOI
TL;DR: The authors verificar a eficacia of a programa de intervencao fonologica em escolares de risco for a dislexia, e.g., verifiability of a leitura and escrita.
Abstract: Objetivo: verificar a eficacia de um programa de intervencao fonologica em escolares de risco para a dislexia. Metodos: participaram desse estudo 40 escolares do 1o ano do ensino fundamental, de ambos os generos, com idade entre 5 anos e 11 meses a 6 anos e 7 meses. Os escolares foram divididos em dois grupos: GI (20 escolares sem risco para dislexias) e GII (20 escolares com risco para dislexia), ambos os grupos foram submetidos ao programa de intervencao fonologica, composto por tarefas de identificacao dos sons e das letras do alfabeto em sequencia e em ordem aleatoria, identificacao e producao de rima, producao de rima com frases, identificacao e manipulacao de palavras, identificacao e producao de silabas, segmentacao e analise silabica, identificacao e segmentacao fonemica, substituicao, sintese, analise e discriminacao fonemica. Em situacao de pre e pos-testagem, todos os sujeitos desse estudo foram submetidos a aplicacao do Protocolo de Avaliacao das Habilidades Cognitivo-Liguisticas - versao coletiva e individual. Resultados: na comparacao da pre com a pos-testagem do desempenho dos escolares de GI e GII, houve diferenca estatistica para os subtestes das habilidades de leitura, escrita, consciencia fonologica, processamento auditivo e velocidade de processamento, indicando media de desempenho superior para GII na pos-testagem comparada a pre-testagem. Conclusao: o programa de intervencao fonologica foi eficaz para os escolares de risco para a dislexia, pois, possibilitou o desenvolvimento da consciencia fonologica por meio do trabalho interventivo, auxiliando na aquisicao das habilidades necessarias para o aprendizado da leitura e da escrita.

16 citations

Journal ArticleDOI
TL;DR: In this article, the performance of 4th grade-elementary school students with and without signs of reading and writing disorders as for phonological awareness and reading comprehension, and also verify possible correlations between them.
Abstract: Purpose: to characterize the performance of 4th grade-Elementary School students with and without signs of reading and writing disorders as for phonological awareness and reading comprehension, and also verify possible correlations between them. Methods: 60 children enrolled in the 4th grade of Elementary School from two public schools, whose parents signed the Informed Consent Form, participated in the present study. They were selected and organized in groups, with and without signs of reading and writing disorders. All students were individually assessed regarding their phonological awareness and reading comprehension of sentences and texts through standardized tests. The data underwent statistical analysis. Results: those with signs of reading and writing disorders showed the lowest performance in the reading comprehension of sentences and texts. A correlation was found between phonological awareness and reading comprehension of sentences and texts in both groups. Conclusion: students with no signs of reading and writing disorders had a higher performance in the skills assessed. The correlation found between phonological awareness and reading comprehension of sentences and texts shows not only the importance of metaphonological skills for a proficient reading, but also for a comprehensive one.

16 citations

Journal ArticleDOI
TL;DR: O desempenho de escolares of 1o e 2o anos do Ensino Fundamental (EF) as discussed by the authors, em tarefas that avaliam habilidades e competencias consideradas preditoras do sucesso do aprendizado da leitura e escrita, foi identificado a partir da porcentagem total de acertos obtida no Instrumento and a consequente classificacao dos escolare em intervalos de percentis.
Abstract: OBJETIVO: estudar o desempenho de escolares de 1o e 2o anos do Ensino Fundamental (EF), em tarefas que avaliam habilidades e competencias consideradas preditoras do sucesso do aprendizado da leitura e escrita. METODOS: 73 criancas, entre seis e oito anos de idade, estudantes do 1o e 2o anos do EF de escola da rede publica de ensino da cidade de Sao Paulo, foram avaliadas por meio da aplicacao do Instrumento de Avaliacao da Leitura Inicial, composto por 20 tarefas envolvendo as habilidades e competencias de linguagem oral, conhecimento sobre escrita, processamento fonologico, compreensao e leitura e escrita. RESULTADO: foi possivel constatar que alguns escolares, tanto de 1o como de 2o ano, obtiveram desempenho inferior a media de seus grupos nas habilidades consideradas preditoras para o sucesso da leitura. Esse desempenho foi identificado a partir da porcentagem total de acertos obtida no Instrumento e a consequente classificacao dos escolares em intervalos de percentis. Os grupos escolares diferenciaram-se apenas nas tarefas relacionadas as habilidades do processamento fonologico e nas competencias de leitura e escrita, com melhor desempenho para os escolares do 2o ano, nas seguintes provas: (a) leitura de palavras; (b) leitura de pseudopalavras; (c) ditado de palavras; (d) ditado de pseudopalavras; (e) producao de rimas; (f) compreensao de leitura. CONCLUSAO: a escolarizacao influenciou o desempenho em habilidades de processamento fonologico e competencias de leitura e escrita. Habilidades de processamento fonologico e de conhecimento de escrita mostraram-se correlacionadas ao desempenho em codificacao e decodificacao, envolvidas na escrita e leitura de itens isolados.

13 citations

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TL;DR: The last 20 years of research have produced a broad variety of converging evidence that at least three kinds of phonological processing skills are positively related to individual differences in the rate at which beginning reading skills are acquired.
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