Cíntia Alves Salgado

Desempenho em leitura e escrita de escolares com transtorno fonológico

The phonological disorder occurs when there is some difficulty to get and to use the sounds in sPEEch. The purpose of this study is to feature the performance on reading and writing of the students with phonological disorder. Twenty-eight students, ranged in age from 7 to 9 years, with changes in sPEEch, took part in this study. The sample was composed of 70% of boys and 30% of girls. The results revealed that from 57% to 85% of the students on the 1 st. and 3 rd. grades, showed phonological disorder on orality and writing, while 100% of the students on the 4 th grade, showed phonological disorder only in writing and reading. The findings of this study demonstrated that oral language is intrinsically related to the reading and writing performance, and changes of the phonological processing in a child can cause alterations on the reading and writing performance.

Desempenho de escolares bons leitores, com dislexia e com transtorno do déficit de atenção e hiperatividade em nomeação automática rápida

PURPOSE: To characterize the performance of students with attention deficit hyperactivity disorder and dyslexia in rapid automatized naming and to compare it to the performance of children whose reading ability is considered to be in accordance to age and schooling. METHODS: A number of 30 students aged 8 to 12 years old attending 2nd to 4th grades in a public school participated in this study, divided into three groups, one formed by students with attention deficit and hyperactivity disorder, another one formed by students with dyslexia, and the other formed by students with good academic performance. RESULTS: The results revealed statistically significant differences, evidencing superior performance of the control group when compared to both the group of students with attention deficit and hyperactivity and the group with dyslexia in the subtests of colors, digit span, letters and objects. The results also revealed superior performance of the group of students with attention deficit compared to the group with dyslexia in rapid automatized naming. CONCLUSION: Good readers showed better performance when compared to both students with attention deficit and hyperactivity disorder and dyslexia, showing that this ability can be a prerequisite to reading development.