Patrícia Abreu Pinheiro Crenitte

Avaliação das habilidades escolares de crianças com implante coclear

PURPOSE: to evaluate and characterize the performance of children with hearing impairment using cochlear implants, between 9 and 12 year old, as well as to check the time that the child takes to access phonological information and confront such results according to gender and number of participants. METHOD: the study included 32 children of both genders, attending the first to the fifth grade of elementary school, regularly enrolled in the Audiological Research Center of Rehabilitation Hospital of Craniofacial Anomalies, University of Sao Paulo, in Bauru / SP. The instruments used were the School Performance Test (TDE) and the Rapid Auto Naming Test (RAN). RESULTS: the results showed that 74% of children showed school performance being generally below expected, with greater difficulty in writing and within the average as for the time it takes to process the information. CONCLUSIONS: we conclude that 74% of children had lower academic performance assessments and that there was no relationship among such results with the rapid naming, as this is within the mean value and is a prerequisite for reading, and the participants in this study provide satisfactory reading skill.

Effects of a Phonological Reading and Writing Remediation Program in Students with Dyslexia: Intervention for Specific Learning Disabilities

Objective: To determine the effects of a phonological remediation reading and writing program in individuals with dyslexia, through behavioral and objective evaluations. Patients and Methods: Twenty children diagnosed with dyslexia, aged 8–14 years, were included in this study. Group I (GI) was composed of 10 children who took part in the program, and group II (GII) consisted of 10 subjects who did not take the remediation. The pre-testing evaluated phonological awareness, rapid naming, working memory, reading and writing of words and nonwords, thematic writing, and auditory evoked potential – P300. The type of stimulus used was the speech (20% of rare stimulus and 80% of frequent stimulus), intensity of 80 dBNa. The rare stimulus was the syllable /da/, and the frequent stimulus was the syllable /ba/. Next, the Phonological Reading and Writing Remediation Program was applied in 24 cumulative sessions, twice a week, each with a duration of 30 min. In the post-testing (at the end of the program), all the tests of the pre-testing were reapplied. Results: There was a statistically significant difference (between pre- and post-testing) in phonological awareness, rapid naming, working memory, thematic writing, writing and reading words and nonwords, as well as in the latency of the P3 component of P300 in GI, while GII maintained the same difficulties. Conclusion: The phonological remediation program showed to be a therapeutic method of fast beneficial effects in written language of individuals with dyslexia. However, the wide age range and the size of the sample could be considered a limitation of this study – it interferes with the generalization of results.

Desempenho do processamento fonológico, leitura e escrita em escolares com transtorno de déficit de atenção e hiperatividade

Purpose: to compare the performance of students with Attention Deficit / Hyperactivity Disorder and students with good academic performance in Phonological Processing, Reading and Writing of real and non real words. Methods: 30 students, aged between 9 and 12 years old, of both genders, of the elementary school in public and private education, participated in the study, divided into: Experimental Group (15 students with Attention Deficit / Hyperactivity Disorder) and Control Group (15 students with good academic performance), paired with Experimental Group as to age, gender, schooling, and type of educational institution (public or private). The instruments used for assessment were: Sequential Assessment Instrument (CONFIAS), Serial Rapid Naming Test (RAN), Test of Repetition of nonsense words and Test of Reading and Writing. The results were analyzed by statistical tests (Mann Whitney Test and T of Student), with a significance level of 5% (0.05), in order to compare the performance of the students. Results: the results were analyzed by statistical tests and revealed significant differences between the experimental and control group in the tests evaluated. Conclusion: the students with Attention Deficit / Hyperactivity Disorder had lower performance in phonological processing, reading, and writing words, when compared to students without Attention Deficit / Hyperactivity Disorder with good academic performance.

PROCESSAMENTO TEMPORAL, FONOLOGIA E ESCRITA EM CRIANÇAS CONTAMINADAS POR CHUMBO

Purpose : analyze the impact of temporal auditory processing in writing and phonology of children with lead poisoning.Method : this study included 24 children, both genders, with a blood lead level equal or higher than 10μg/dL, without hearing impairment. Were assessments the spontaneous writing, immediate auditory memory, auditory discrimination, phonological awareness and auditory processing screening. Were assessments the spontaneous writing, immediate auditory memory, auditory discrimination, phonological awareness and auditory processing screening. Children were divided in two groups (GE – children with exchange of the consonant surd by sound in writing, GC – children without alterations in writing).Results : in GE, eight children (67%) had results abnormal in auditory discrimination and in PCF, the not expected performance in the AFT-R (subtest 1). In GC, only one child (8%) had results abnormal in auditory discrimination, and in PCF; the not expected performance in AFT-R (subtest 1). Fisher’s Exact Test indicated significant difference between groups in the skills of auditory memory and auditory discrimination.Conclusion : there was no significant difference between performances in screening of temporal auditory processing in the groups. Children contaminated by lead and alterations in writing had worst performance in tests of phonological awareness, auditory discrimination, auditory memory.

Perfil linguístico, familial e do gênero de escolares com diagnóstico de dislexia de uma clínica escola

Objetivo tracar o perfil dos pacientes com diagnostico de dislexia quanto ao genero, recorrencia familial para disturbios da comunicacao ou dificuldade escolar, presenca de alteracao de linguagem oral e quanto a presenca de alteracao nas habilidades de memoria de trabalho fonologica, memoria visual e consciencia fonologica na primeira avaliacao fonoaudiologica, por meio da analise de prontuarios de individuos. Metodos foi realizado um estudo transversal retrospectivo por meio de analise de prontuarios dos ultimos dez anos, no periodo de 2001 a 2011, em que foram investigadas as historias clinicas e a primeira avaliacao interdisciplinar de pacientes diagnosticados com dislexia. Resultados por meio de uma amostra de 23 prontuarios, foi verificado que 82% dos pacientes pertencem a individuos do genero masculino; 60,9% possuiam recorrencia familial quanto a presenca de familiares com disturbios da comunicacao ou dificuldades escolares; 47,8% dos escolares com diagnostico de dislexia relataram sofrer de algum tipo de alteracao de linguagem oral; 82,6% dos pesquisados possuiam alteracao de memoria de trabalho fonologica; 82,6% de consciencia fonologica e 39,1% de memoria visual. Conclusao o perfil dos pacientes diagnosticados com dislexia, na Clinica Escola da instituicao de origem, se caracteriza, preferencialmente pelo genero masculino, pela presenca de recorrencia familial para disturbios da comunicacao ou dificuldades escolares e por apresentarem alteracao de memoria de trabalho fonologica e consciencia fonologica durante a primeira avaliacao fonoaudiologica.