scispace - formally typeset
Search or ask a question
Journal Article

Qual a Contribuio da Nomeao Seriada Rpida para a Habilidade de Leitura e Escrita?: Evidncia de Crianas e Adolescentes com e sem Dificuldades de Leitura

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
Citations
More filters
Journal ArticleDOI
TL;DR: In this article, a study of 60 escolares of 2a a 4a series of escola de ensino particular, distribuidos in 6 groups, sendo cada group having a prova de nomeacao automatica rapida, consciencia fonologica, leitura oral, and escrita of palavras.
Abstract: OBJETIVOS: caracterizar e comparar o desempenho de escolares com e sem dificuldades de aprendizagem no ensino particular em habilidades fonologicas, nomeacao rapida, leitura e escrita. METODOS: participaram desse estudo 60 escolares de 2a a 4a series de escola de ensino particular, distribuidos em 6 grupos, sendo cada grupo composto por 10 escolares, sendo 3 grupos de escolares com dificuldades de aprendizagem e 3 grupos de escolares sem dificuldades de aprendizagem. Como procedimentos, foram realizadas a prova de nomeacao automatica rapida, a de consciencia fonologica e a prova de leitura oral e escrita sob ditado. RESULTADOS: os resultados desse estudo evidenciaram desempenho superior dos escolares sem dificuldades de aprendizagem em relacao aqueles com dificuldades. Os escolares com dificuldades de aprendizagem apresentaram maior relacao velocidade/tempo em tarefas de nomeacao e, consequentemente, desempenho inferior em tarefas de consciencia fonologica e leitura e escrita de palavras isoladas quando comparados aos sem dificuldades de aprendizagem. CONCLUSAO: os escolares com dificuldades de aprendizagem apresentaram comprometimento na relacao entre as capacidades de nomeacao e automatizacao dos estimulos apresentados com a capacidade de acesso lexical, discriminacao visual, frequencia de uso dos estimulos e competicao para a apresentacao do menor tempo possivel na nomeacao dos codigos necessarios para o estabelecimento do mecanismo de conversao fonema-grafema, exigido para a realizacao da leitura e escrita em um sistema alfabetico como o portugues.

67 citations

Journal ArticleDOI
TL;DR: In this article, the effects of lexicality, regularity, and length, implicit and explicit phonological awareness, and rapid naming were compared with reading and chronological age controls with respect to five indicators related to the phonological deficit hypothesis.
Abstract: Fifteen Portuguese children with dyslexia, aged 9-11 years, were compared with reading and chronological age controls with respect to five indicators related to the phonological deficit hypothesis: the effects of lexicality, regularity, and length, implicit and explicit phonological awareness, and rapid naming. The comparison between groups indicates that Portuguese children with dyslexia have a phonological impairment which is revealed by a developmental deficit in implicit phonological awareness and irregular word reading (where younger reading level controls performed better than dyslexics) and by a developmental delay in decoding ability and explicit phonological awareness (where dyslexics matched reading level controls). These results are discussed in relation to the idea that European Portuguese is written in an orthography of intermediate depth.

58 citations

01 Jun 2006
TL;DR: This article conducted a review on research carried out with Brazilian Portuguese speakers from 1987 to 2005 and found 157 studies with a increasing frequency throughout the period, focusing on phonological awareness and metalinguistic abilities.
Abstract: METALINGUISTIC ABILITIES AND WRITTEN LANGUAGE IN BRAZILIAN RESEARCH It is widely accepted that there is a strong relationship between metalinguistic abilities development and written language acquisition. A review on research carried out with Brazilian Portuguese speakers from 1987 to 2005 was done. Results showed 157 studies with a increasing frequency throughout the period. Studies about phonological awareness were predominant. Intervention research augmented in the last years. Unpublished dissertations from graduate programs predominated over published articles, which suggests the need for greater dissemination of academic production about written language acquisition and metalinguistic acquisition and metalinguistic abilities concerning Brazilian Portuguese speakers.

45 citations

Journal ArticleDOI
TL;DR: In this article, the authors compared the neuropsychological task performances of second grade children with reading and writing difficulties with two groups: one contrasting reading competence but not age (n=15), and the other contrasting age, but not reading competence (1st grade; n=9).
Abstract: In the studies about the relationship between reading and writing difficulties and neuropsychological associated factors there are controversies around the hypotheses of a possible deviation or developmental delay. To analyze this polemic the present study compared the neuropsychological task performances of second grade children with reading and writing difficulties (n=14) with two groups: one contrasting reading and writing competence, but not age (n=15), and the other contrasting age, but not reading and writing competence (1st grade; n=9). The results showed that the scores of the second grade group with reading and writing difficulties were statistically lower to second grade children competent in reading and writing in phonological awareness, oral language and phonological memory, not differing significantly from the first grade group. Such findings favor the developmental delay hypothesis of these neuropsychological functions in children with reading and writing difficulties.

37 citations

Journal ArticleDOI
TL;DR: In this paper, a nomeacao seriada rapida is investigated in criancas of uma escola publica e uma privada, com e sem queixas de problemas escolares.
Abstract: OBJETIVO: investigar a nomeacao seriada rapida em criancas de uma escola publica e uma privada, com e sem queixas de problemas escolares. METODOS: participaram do estudo 137 criancas dos generos masculino e feminino, com idade entre 7 e 11 anos, da cidade de Belo Horizonte, matriculadas no ensino fundamental, entre o 2o e o 5o ano. Foi aplicado o Teste de Nomeacao Automatizada Rapida (Rapid Automatized Naming - RAN) que avaliou o tempo gasto pelo participante para nomear uma serie de estimulos visuais familiares: cores, letras, digitos e objetos - o mais rapido possivel. RESULTADOS: os resultados deste estudo evidenciaram que o desempenho de alunos de escola particular comparado ao de alunos de escola publica e superior e que ha uma diferenca estatisticamente significante entre sujeitos com queixas de problemas de aprendizagem comparado aos sem queixas. CCONCLUSAO: o presente estudo sinaliza que a capacidade de nomeacao seriada pode ser considerada como uma das habilidades fundamentais para o bom desempenho em leitura. Sendo assim, ha necessidade de continuidade de pesquisas que estabelecam a relacao dessa habilidade da linguagem com outras habilidades de leitura e escrita para verificacao do impacto direto da nomeacao seriada rapida no processo de aprendizagem da leitura.

32 citations

References
More filters
Book
01 Jan 1990
TL;DR: This book discusses phonological awareness and reading, as well as theories about learning to read, and how children read and write new words.
Abstract: Phonological Awareness and Reading. How Children Read Words. Spelling and Phonological Awareness. How Children Read and Write New Words. Comparisons with Backward Readers and Spellers. Correlations and Longitudinal Predictions. Teaching Children About Sound. Do Children Read and Fail to Learn to Read in Different Ways from Each Other. Theories About Learning to Read.

1,703 citations

Journal ArticleDOI
TL;DR: In this paper, the double-deficit hypothesis was proposed for dyslexia, i.e., phonological deficits and processes underlying naming-speed deficits represent two separable sources of reading dysfunction.
Abstract: The authors propose an alternative conceptualization of the developmental dyslexias, the double-deficit hypothesis (i.e., phonological deficits and processes underlying naming-speed deficits represent 2 separable sources of reading dysfunction). Data from cross-sectional, longitudinal, and cross-linguistic studies are reviewed supporting the presence of 2 single-deficit subtypes with more limited reading impairments and 1 double-deficit subtype with more pervasive and severe impairments. Naming-speed and phonological-awareness variables contribute uniquely to different aspects of reading according to this conception, with a model of visual letter naming illustrating both the multicomponential nature of naming speed and why naming speed Should not be subsumed under phonological processes. Two hypotheses concerning relationships between naming-speed processes and reading are considered. The implications of processing speed as a second core deficit in dyslexia are described for diagnosis and intervention.

1,698 citations

Journal ArticleDOI
TL;DR: Performance on tests requiring rapid repetitive naming of pictured objects, colors, letters and numbers differentiates dyslexic children not only from normal controls but also from non-dyslexic, otherwise learning-disabled children.

1,426 citations

Journal ArticleDOI
TL;DR: The authors introduced a regression-based logic for comparing the cognitive profiles of children developing reading skills at different rates, which is analogous to the reading-level match design, but without some of the methodological problems of that design.
Abstract: In this study, we introduce a new analytic strategy for comparing the cognitive profiles of children developing reading skills at different rates: a regression-based logic that is analogous to the reading-level match design, but one without some of the methodological problems of that design. It provides a unique method for examining whether the reading subskill profiles of poor readers with aptitude/achievement discrepancy differ from those without discrepancy. Children were compared on a varied set of phonological, orthographic, memory, and language processing tasks. The results indicated that cognitive differences between these 2 groups of poor readers all reside outside of the word recognition module

1,311 citations

Journal ArticleDOI
TL;DR: The phonological-core variable-difference model provides a way to conceptualize the differences between dyslexic and garden-variety poor readers and highlights the importance of viewing the concept of dyslexia as the outcome of the application of an arbitrary criterion in a continuous distribution.
Abstract: A coherent conception of dyslexia has been difficult to arrive at because research findings have continually created logical paradoxes for the psychometric definition of reading disability. This paper develops the phonological-core variable-difference model. This model of the cognitive characteristics of dyslexic children is one of the few that does not create psychometric paradoxes of the type that have plagued the learning disabilities field. The model provides a way to conceptualize the differences between dyslexic and garden-variety poor readers. The model highlights the importance of viewing the concept of dyslexia as the outcome of the application of an arbitrary criterion in a continuous distribution, thus avoiding the connotations of discreteness that have continually undermined our understanding of reading disability.

1,099 citations