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ABSTRACT: Purpose: To characterize the performance in phonological awareness, rapid naming, reading and writing in students with developmental dyslexia secondary to mental retardation and good readers. Method: 20 students from first to fourth grade of a public school of Marília - SP, both genders, from to 8 to 12-year old took part of this study, divided into GI (10 students with interdisciplinary diagnosis of dyslexia secondary to mild mental retardation) and GII (10 students 20 good readers paired according to gender, age and school level). The students were submitted to the Phonological Awareness Test, the Test of Reading and Writing and Rapid Automatized Naming. Results: There were significant differences regarding the performance of students in the syllabic and phonemic tasks, reading and writing, Rapid Automatized Naming, with better performance of the students of GII than GI. Conclusion: There was a relationship between the findings of naming speed, oral reading and writing under dictation, which were related with the phonological deficit, cognitive-linguistic characteristic of GI and the interference and the lack of direct instruction of their spelling correspondence in a situation of academic activities for both groups .
Revista CEFAC 09/2012; 14(5):799-807.
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ABSTRACT: PURPOSE: To compare and correlate the performance of students with learning difficulties in rapid naming, reading and comprehension. METHODS: Participants were 32 students from 4th grade of elementary school of both genders, with ages between 11 years and 4 months and 12 years and 7 months. The first and second oral reading of a text selected based on the indication of 4th grade teachers were conducted, as well as the first and second reading comprehension task composed by four questions presented right after the reading, to which students should answered orally, and the rapid naming task from the Test of Cognitive-Linguistic Performance, individual version. RESULTS: Differences were found between the first and the second comprehension scores, and between rapid naming, first and second reading. There was a strong correlation between comprehension and reading, suggesting that the performance in the first reading significantly influenced the performance in the second reading, which also occurred for comprehension. CONCLUSION: The delay in the activities of naming, reading and comprehension in the first evaluation provoked failures in the phoneme-grapheme conversion that may be enough to cause learning difficulties in reading.
Jornal da Sociedade Brasileira de Fonoaudiologia. 01/2012; 24(4):355-360.
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ABSTRACT: To characterize and compare the fine motor, sensory and perceptive functions of students with Attention Deficit Disorder with Hyperactivity (ADHD) and students with good academic performance, without behavior alteration.
Participants were 22 male students from Elementary School distributed into: GI - 11 children with ADHD; and GII - 11 students with good academic performance and no behavior alteration. Students were submitted to the Protocol for Evaluation of Fine Motor, Sensory and Perceptual Function, and to the Dysgraphia Scale.
There were differences between GI and GII in tasks concerning fine motor function, sensory function, and perceptual function, with lower performance from GI. All students in GI presented dysgraphia.
Students with Attention Deficit Disorder with Hyperactivity present lower performance regarding fine motor, sensory and perception functions in relation to students with good academic performance. These difficulties can cause significant impact on academic performance, impairing the development of written language and causing dysgraphia in these students.
Jornal da Sociedade Brasileira de Fonoaudiologia. 12/2011; 23(4):351-7.
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ABSTRACT: To characterize, compare and classify the performance of 2nd to 5th grade students from public schools according to the semiology of spelling errors.
Participants were 120 students from 2nd to 5th grades of a public school in Marília (SP), Brazil, 30 students from each grade, who were divided into four groups: GI (2nd grade), GII (3rd grade), GIII (4th grade), and GIV (5th grade). The tasks of the Pro-Ortografia test were applied: collective version (writing of alphabet letters, randomized dictation of letters, words dictation, nonwords dictation, dictation with pictures, thematic writing induced by picture) and individual version (dictation of sentences, purposeful error, spelled dictation, orthographic lexical memory).
Significant difference was found in the between-group comparison indicating better performance of students in every subsequent grade in most of the individual and collective version tasks. With the increase of grade level, the groups decreased the average of writing errors.
The profile of spelling acquisition of the Portuguese writing system found in these public school students indicates normal writing development in this population.
Jornal da Sociedade Brasileira de Fonoaudiologia. 09/2011; 23(3):227-36.
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ABSTRACT: To verify the effectiveness of a phonological remediation program in students with learning difficulties.
Forty students from 2nd to 4th grades, from both genders, ranging from eight years and one month to 12 years old, were divided into two groups: Group 1 (G1), composed by 20 students with learning disabilities; and Group 2 (G2), composed by 20 students without learning disabilities. The Cognitive-Linguistic Performance Test and the oral reading and comprehension were applied in pre-test and post-test situations in all students. After the pre-test, only the students from Group 1 were submitted to the phonological remediation program.
After the phonological remediation program, Group 1 presented differences for reading abilities, auditory and visual processing, and processing speed, evidenced by superior performance in the post-testing situation.
The phonological remediation program was efficient to the development of cognitive-linguistic skills and reading and text comprehension of students with learning difficulties.
Jornal da Sociedade Brasileira de Fonoaudiologia. 03/2011; 23(1):13-20.
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ABSTRACT: To elaborate a procedure of metaphonological evaluation, and to characterize the performance of students with developmental dyslexia, learning disabilities and learning difficulties and good readers in this evaluation.
Metaphonological abilities tests were elaborated based on the necessary skills for reading and writing development. Participants were 134 students from 3rd to 5th grades of elementary school of both genders, with ages between 7 and 13 years, divided into GI (20 students with developmental dyslexia), GII (20 students with learning disabilities), GIII (20 students with learning difficulties) and GIV (74 good readers). The assessment of metaphonological abilities - PROHFON - was applied.
Students from GI and GII differed from GIV in most of the tests; GI differed from GII only in the phonemic synthesis and analysis test, and from GIII in abilities of deletion and combination of phonemes. GIII differed from GIV in counting, identification, rhyming, deletion, and combination abilities.
Students with developmental dyslexia, learning disabilities and learning difficulties, and good readers showed similar performances in identification, counting and combining phonemes, rhyme and alliteration abilities. The groups differed from each other regarding syllabic (counting, identification, synthesis and analysis, deletion, combination) and phonemic (deletion, synthesis and analysis) abilities. The PROHFON contributed to characterize the metaphonological profile of students with different learning deficits.
Jornal da Sociedade Brasileira de Fonoaudiologia. 01/2011; 23(2):135-41.
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ABSTRACT: Speech fluency in cluttering.
To characterize and to compare the speech fluency in cluttering and fluent individuals.
Participants of this investigation were 14 individuals with ages between 8.0 and 40.11 years, of both genders, divided into two groups, paired by age and gender. GI was composed by 7 cluttering individuals and GII by 7 fluent individuals. The Speech Fluency Assessment Protocol was used to gather and to analyze the speech samples, taking into consideration the typology and frequency of speech disruption (SLD and OD) and speech rate, in words and syllables per minute.
Data showed that the groups differed regarding the occurrence of the stuttering-like disfluencies and other disfluencies, number of words and syllables per minute.
Cluttering individuals present a different fluency profile when compared to their fluent pairs.
Pró-fono: revista de atualização científica 12/2010; 22(4):445-50.
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ABSTRACT: Brazilian adaptation of the reading processes assessment (Prolec).
To characterize and compare the performance of students from public and private teaching institutions from the 1st to the 4th grades in the adaptation of the reading processes assessment (Prolec).
262 students from the 1st to the 4th grades of elementary school participated in this study. Participants were distributed as follows: Group I (GI) consisted of 122 students from the 1st to the 4th grades of public elementary schools and Group II (GII) consisted of 140 students from the 1st to the 4th grades of private elementary schools. The adapted version of the reading processes assessment (Prolec) was applied.
The results indicated that GII performed better in tests of sound identification, word choosing, words reading, low-frequency words reading, pseudo-words reading, sentences comprehension and text comprehension. Both groups presented a lower performance than the expected in Prolec tests Spanish version.
The adaptation of the Prolec to the Brazilian reality appears to be appropriate for the establishment of a reading profile of students, from public and private teaching institutions, who are undergoing the initial phase of literacy.
Pró-fono: revista de atualização científica 12/2010; 22(4):555-60.
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ABSTRACT: phonological awareness, rapid naming, reading and writing in students with learning difficulties of a municipal public school.
to characterize and compare the performance of students from public schools with and without learning difficulties in phonological awareness, rapid naming, reading and writing.
participants were 60 students from the 2nd to the 4th grades of municipal public schools divided into 6 groups. Each group was composed by 10 students, being 3 groups of students without learning difficulties and 3 groups with students with learning difficulties. As testing procedure phonological awareness, rapid automatized naming, oral reading and writing under dictation assessments were used.
the results highlighted the better performance of students with no learning difficulties. Students with learning difficulties presented a higher ratios considering time/speed in rapid naming tasks and, consequently, lower production in activities of phonological awareness and reading and writing, when compared to students without learning difficulties.
students with learning difficulties presented deficits when considering the relationship between naming and automatization skills, and among lexical access, visual discrimination, stimulus frequency use and competition in using less time for code naming, i.e. necessary for the phoneme-grapheme conversion process required in the reading and writing alphabetic system like the Portuguese language.
Pró-fono: revista de atualização científica 09/2010; 22(3):239-45.
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ABSTRACT: fine motor function of school-aged children with dyslexia, learning disabilities and learning difficulties.
this study aimed to characterize the fine motor, sensory and perceptive function of school-aged children with dyslexia, learning disabilities and learning difficulties and to correlate these results with the analysis of the children's handwriting.
participants were 80 2nd to 4th graders, ranging in age from 7 to 12 years, of both genders, divided as follows: GI: composed of 20 students with dyslexia, GII: composed of 20 students with learning disabilities, GIII: composed of 20 students with learning difficulties and GIV: composed of 20 good readers. All of the children were submitted to an assessment of the fine motor, sensorial and perceptive functions using the Dysgraphia Scale.
the results indicated that most groups presented a poor performance in tests of FMF7 (fingers opposition), S8 (graphestesia) and P1 (body imitation). GI and GII were the groups that presented the worst performance in most of the tests when compared to GIII and GIV. Regarding handwriting, it was observed that all of the children in GII are dysgraphics.
the presence of motor, sensorial and perceptive alterations is a characteristic of children with learning disabilities and dyslexia. However this characteristic may or may not be found in children with learning difficulties, therefore motor, sensorial and perceptive alterations are responsible for the dysgraphic behavior observed in the children with learning disabilities of the present study.
Pró-fono: revista de atualização científica 09/2010; 22(3):201-8.
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ABSTRACT: auditory training program in students with learning disabilities.
to verify the efficacy of an auditory training program in students with learning disabilities; to compare the results of students with and without learning disabilities, who were and were not submitted to the auditory training program, in pre and post-testing.
participants were 40 students who were divided according to the following: GI, subdivided in: GIe (10 students with learning disabilities who were submitted to the program), GIc (10 students with learning difficulties who were not submitted to auditory training) and GII, subdivided in: GIIe (10 students without learning difficulties submitted to the auditory training program) and GIIc (10 students without learning difficulties who were not submitted to auditory training). The auditory training program Audio Training was used.
the results indicate that GI presented a lower performance when compared to GII in activities related to auditory skills and phonological awareness. When comparing the pre and post-testing results, GIe and GIIe presented better performances in activities involving auditory skills and phonological awareness after the auditory training program.
the performance of the students with learning disabilities in auditory and phonological tasks is lower when compared to the students without learning disabilities. The use of the auditory training program was effective and allowed students to develop these skills.
Pró-fono: revista de atualização científica 03/2010; 22(1):49-54.
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ABSTRACT: We analyzed retrospectively the neuroimaging exams of children with a confirmed diagnosis of dyslexia and correlated our findings with the evaluation of higher cortical functions. We studied 34 medical files of patients of the Ambulatory of Neuro-difficulties in Learning, FCM/UNICAMP. All of them had been sent to the ambulatory with primary or secondary complaints of difficulties at school and were submitted to neuropsychological evaluation and imaging exam (SPECT). From the children evaluated 58.8% had exams presenting dysfunction with 47% presenting hypoperfusion in the temporal lobe. As for the higher cortical functions, the most affected abilities were reading, writing and memory. There was significance between the hypoperfused areas and the variables schooling, reading, writing, memory and mathematic reasoning. The SPECTs showed hypoperfusion in areas involved in the reading and writing processes. Both are equivalent in terms of involved functional areas and are similar in children with or without specific dysfunctions in neuroimaging.
Arquivos de Neuro-Psiquiatria 07/2006; 64(2B):369-75. · 0.72 Impact Factor
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ABSTRACT: program for phonological remediation in developmental dyslexia.
to verify the efficacy of a program for phonological remediation in students with developmental dyslexia. Specific goals of this study involved the comparison of the linguistic-cognitive performance of students with developmental dyslexia with that of students considered good readers; to compare the results obtained in pre and post-testing situations of students with dyslexia who were and were not submitted to the program; and to compare the results obtained with the phonological remediation program in students with developmental dyslexia to those obtained in good readers.
participants of this study were 24 students who were divided as follows: Group I (GI) was divided in two other groups - GIe with 6 students with developmental dyslexia who were submitted to the program; and GIc with 6 students with developmental dyslexia who were not submitted to the program; Group II (GII) was also divided in two other groups - GIIe with 6 good readers who were submitted to the program, and GIIc with 6 good readers who were not submitted to the program. The phonological remediation program (Gonzalez & Rosquete, 2002) was developed in three stages: pre-testing, training and post-testing.
results indicate that GI presented a lower performance in phonological skills, reading and writing when compared to GII in the pre-testing situation. However, GIe presented a similar performance to that of GII in the post-testing situation, indicating the effectiveness of the phonological remediation program in students with developmental dyslexia.
this study made evident the effectiveness of the phonological remediation program in students with developmental dyslexia.
Pró-Fono Revista de Atualização Científica 20(1):31-6.
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ABSTRACT: familial dyslexia.
to characterize and compare the phonological awareness, working memory, reading and writing abilities of individuals whose family members are also affected.
in this study 10 familial nuclei of natural family relationship of individuals with dyslexia were analyzed. Families of natural individuals living in the west region of the state of São Paulo were selected. Inclusion criteria were: to be a native speaker of the Brazilian Portuguese language, to have 8 years of age or more, to present positive familial history for learning disabilities, that is, to present at least one relative with difficulties in learning. Exclusion criteria were: to present any neurological disorder genetically caused or not, in any of the family members, such as dystonia, extra pyramidal diseases, mental disorder, epilepsy, attention deficit and hyperactivity disorder (ADHA); psychiatric symptoms or conditions; or any other pertinent conditions that could cause errors in the diagnosis. As for the diagnosis of developmental dyslexia, information about the familial history of the adolescents and children was gathered with the parents, so that a detailed pedigree could be delineated. Neurological, psychological, speech-language, and school performance evaluations were made with the individuals and their families.
the results of this study suggest that the dyslexic individuals and their respective relatives, also with dyslexia, presented lower performances than the control group in terms of rapid automatic naming, reading, writing and phonological awareness.
deficits in phonological awareness, working memory, reading and writing seem to have genetic susceptibility that possibly determine, when in interaction with the environment, the manifestation of dyslexia.
Pró-Fono Revista de Atualização Científica 19(4):374-80.
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ABSTRACT: an audio-visual computerized remediation program in students with developmental dyslexia.
to verify the efficacy of an audio-visual computerized remediation program in students with developmental dyslexia. The specific goals of this study involved the comparison of the linguistic-cognitive performance of students with developmental dyslexia with that of students considered good readers; to compare the results obtained in pre and post-testing situations of students with dyslexia who were and were not submitted to the program; and to compare the results obtained with the remediation program in students with developmental dyslexia to those obtained in good readers.
the participants of this study were 20 students who were divided as follows: group I (GI) subdivided in: GIe (five students with developmental dyslexia who were submitted to the program) and GIc (five students with developmental dyslexia who were not submitted to the program); group II (GII) was subdivided in: GIIe (five good readers who were submitted to the program) and GIIc (five good readers who were not submitted to the program). An audio-visual computerized remediation program was used--'Play on'.
results indicate that GI presented a lower performance in auditory processing and phonological awareness when compared to GII in the pre-testing situation. However, GIe presented a similar performance to that of GII in the post-testing situation, indicating the effectiveness of the audio-visual remediation program in students with developmental dyslexia.
this study made evident the effectiveness of an audio-visual remediation program in students with developmental dyslexia.
Pró-fono: revista de atualização científica 20(4):237-42.
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ABSTRACT: Specific reading disability is caused by disruptions in the language abilities.
To characterize the neurological, cognitive and phonological performances of scholars with specific reading disabilities pre and post a remediation program.
Group I consisted of ten scholars with specific reading disability who did not undergo the remediation program. Group II consisted of ten scholars with specific reading disabilities who took part in the proposed program. Neurological, psychological and phonological evaluations were made, as well as a test of scholastic performance and of reading and writing before and after the program.
The scholars who underwent the remediation program demonstrated improvements in their neurological and cognitive performances and also in the processing of phonological information.
Favoring of the emergence of phonological and syntactic awareness after the remediation program.
Pró-Fono Revista de Atualização Científica 16(3):261-74.
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ABSTRACT: Auditory processing disorder is a clinical entity that may be associated with several neuropathological disorders - learning disabilities among them.
To characterize and compare the performance of students with and without learning disabilities in speech tests with and without background noise, dichotic listening tests, alternating dissyllable test.
40 students of both genders, ranging from 8 to 12 years of age participated in this study. They were divided in two groups: GI - 20 students with learning disabilities and GII - 20 students with good academic performance matched according to gender, age and education with GI. The evaluation consisted of basic audiological evaluation and applying dichotic listening tests, alternating disyllable test and speech test in noise.
This is a cross-sectional study with a historical cohort.
The students of GI presented inferior performance compared to Group II (GII), both on dichotic listening tests and on alternating disyllable tests, and performance with no statistically significant difference on the speech in noise test.
The evidence found suggests that the group of children with learning disabilities shows inferior performance compared to the group without problems, reflecting difficulties on the processing of auditory information.
Brazilian journal of otorhinolaryngology 76(2):257-62.
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ABSTRACT: the Phonological and Reading Remediation Program in learning disabilities.
to verify therapeutic effectiveness of the Phonological and Reading Remediation Program in students with learning disabilities.
participants of this study were 40 students who were divided in the following groups: GI, subdivided in: GIE (10 students without learning disabilities submitted to the Phonological and Reading Remediation Program), GIC (10 students without learning disabilities who were not submitted to the Phonological and Reading Remediation Program); and GII, subdivided in: GIIE (10 students with learning disabilities submitted to the Phonological and Reading Remediation Program), GIIC (10 students with learning disabilities who were not submitted to the Phonological and Reading Remediation Program). As a procedure, in pre and post testing situations, the Cognitive-Linguistic Performance Test was applied.
the results showed statistically significant differences between GIE and GIC and between GIIE and GIIC, indicating that students who were submitted to the Program presented better performances in the post testing condition when compared to the pre-testing condition.
this study showed that the Phonological and Reading Remediation Program was effective. The use of the Program improved perception, production and manipulation of sounds and syllables, interfering directly on the reading skills and comprehension of students with learning disabilities.
Pró-fono: revista de atualização científica 22(2):131-9.
