Perfil diferencial de linguagem oral, escrita e memória de crianças disléxicas e com dificuldade de aprendizagem
Arquivos
Data
2011
Autores
Barbosa, Thaís 
Orientadores
Bueno, Orlando Francisco Amodeo
Tipo
Tese de doutorado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Most children learn how to read and write with no problems, however, some face
difficulties when acquiring and developing such skills. In the Brazilian population,
instruments that assess academic competence indicate that many children do not
achieve expected levels of reading and writing. However, this may occur due to
several factors, such as biological, cognitive, emotional, familiar, socioeconomic
and educational. Therefore, the aim of this study was to analyze and verify the
profile of oral language, writing and memory of dyslexic children and differences in
relation to children with learning difficulties. For such, two different studies have
been conducted: In Study I, 47 children with dyslexia (DG), 41 age controls (AC)
and 31 reading controls (RC) were assessed with a battery for evaluation of oral
language, reading, writing, working memory and declarative memory. In this study,
predominant changes were observed in the processing of phonological skills
(phonological awareness, phonological working memory and rapid naming tasks)
of the DG. Those changes were not associated to a delay, but to an atypical
development of such skills, since children with dyslexia performed worse than RC.
Another interesting finding was that vocabulary and low order phonological tasks
(phoneme discrimination), demonstrated to be less relevant in the assessment of
dyslexia. In reading and writing tests, the DG obtained lower scores from the
simplest to the more complex tasks (letters, words, pseudowords and texts). This
was also observed in other language tests (syntactic and oral sentence
comprehension), which seem to be a result of changes in basic linguistic skills that
interfere in cognitive skills of greater complexity. In Study II, 20 children with
dyslexia (DG), 20 children with learning difficulties (LDG), 20 age controls (AC) and 20 reading controls were compared, using the same Study I battery. Results
indicated that children with dyslexia obtained different profiles in oral language,
reading, writing and memory, when compared to children with learning difficulties,
even though both groups shared the same reading level. Main differences were
observed in higher demand phonological skills, having the DG achieved lower
scores. Therefore, children with dyslexia seem to present a different profile than
those observed in children with learning difficulties. Furthermore, the present study
indicates that the IQ/Achievement criterion was inefficient to identify children with
dyslexia and consequently discriminate them from the learning difficulty group.
This study also suggests that reading skills are distributed along a continuum, and
dyslexia is located at the lower end of the curve.
Descrição
Citação
BARBOSA, Thais Perfil diferencial de linguagem oral, escrita e memórias operacional e declarativa de crianças disléxicas e com dificuldade de aprendizagem. 2011. 175 f. Tese (Doutorado) – Escola Paulista de Medicina, Universidade Federal de São Paulo. São Paulo, 2011.