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Dive into the research topics where Patrícia Botelho da Silva is active.

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Featured researches published by Patrícia Botelho da Silva.


Frontiers in Psychology | 2014

Reading component skills in dyslexia: word recognition, comprehension and processing speed

Darlene Godoy de Oliveira; Patrícia Botelho da Silva; Natália Martins Dias; Alessandra Gotuzo Seabra; Elizeu Coutinho de Macedo

The cognitive model of reading comprehension (RC) posits that RC is a result of the interaction between decoding and linguistic comprehension. Recently, the notion of decoding skill was expanded to include word recognition. In addition, some studies suggest that other skills could be integrated into this model, like processing speed, and have consistently indicated that this skill influences and is an important predictor of the main components of the model, such as vocabulary for comprehension and phonological awareness of word recognition. The following study evaluated the components of the RC model and predictive skills in children and adolescents with dyslexia. 40 children and adolescents (8–13 years) were divided in a Dyslexic Group (DG; 18 children, MA = 10.78, SD = 1.66) and control group (CG 22 children, MA = 10.59, SD = 1.86). All were students from the 2nd to 8th grade of elementary school and groups were equivalent in school grade, age, gender, and IQ. Oral and RC, word recognition, processing speed, picture naming, receptive vocabulary, and phonological awareness were assessed. There were no group differences regarding the accuracy in oral and RC, phonological awareness, naming, and vocabulary scores. DG performed worse than the CG in word recognition (general score and orthographic confusion items) and were slower in naming. Results corroborated the literature regarding word recognition and processing speed deficits in dyslexia. However, dyslexics can achieve normal scores on RC test. Data supports the importance of delimitation of different reading strategies embedded in the word recognition component. The role of processing speed in reading problems remain unclear.


Frontiers in Psychology | 2016

Early Stages of Sensory Processing, but Not Semantic Integration, Are Altered in Dyslexic Adults

Patrícia Botelho da Silva; Karen Ueki; Darlene Godoy de Oliveira; Paulo S. Boggio; Elizeu Coutinho de Macedo

The aim of this study was to verify which stages of language processing are impaired in individuals with dyslexia. For this, a visual-auditory crossmodal task with semantic judgment was used. The P100 potentials were chosen, related to visual processing and initial integration, and N400 potentials related to semantic processing. Based on visual-auditory crossmodal studies, it is understood that dyslexic individuals present impairments in the integration of these two types of tasks and impairments in processing spoken and musical auditory information. The present study sought to investigate and compare the performance of 32 adult participants (14 individuals with dyslexia), in semantic processing tasks in two situations with auditory stimuli: sentences and music, with integrated visual stimuli (pictures). From the analysis of the accuracy, both the sentence and the music blocks showed significant effects on the congruency variable, with both groups having higher scores for the incongruent items than for the congruent ones. Furthermore, there was also a group effect when the priming was music, with the dyslexic group showing an inferior performance to the control group, demonstrating greater impairments in processing when the priming was music. Regarding the reaction time variable, a group effect in music and sentence priming was found, with the dyslexic group being slower than the control group. The N400 and P100 components were analyzed. In items with judgment and music priming, a group effect was observed for the amplitude of the P100, with higher means produced by individuals with dyslexia, corroborating the literature that individuals with dyslexia have difficulties in early information processing. A congruency effect was observed in the items with music priming, with greater P100 amplitudes found in incongruous situations. Analyses of the N400 component showed the congruency effect for amplitude in both types of priming, with the mean amplitude for incongruent items being greater than that of the congruent items. Electrophysiological findings were corroborated by the N400 literature and showed that the semantic processing of individuals with dyslexia was preserved. Furthermore, the findings indicate P100 visual sensory processing deficits in the dyslexic group and may suggest difficulty in the sensory stimuli process.


Revista Brasileira de Educação Especial | 2015

Perfil de Habilidades Cognitivas Não-Verbais na Síndrome de Down

Tatiana Pontrelli Mecca; Cindy Pereira de Almeida Barros Morão; Patrícia Botelho da Silva; Elizeu Coutinho de Macedo

Down syndrome (DS) is one of the best known causes of intellectual disability, and low cognitive functioning is associated with deficits in adaptive and functional behavior. Part of the knowledge regarding cognitive abilities in DS is based on comparisons between verbal and nonverbal tasks. However, difficulties related to language may compromise the assessment of individuals with DS in traditional intelligence tests. The present study aimed to verify the performance of children with DS in the Leiter International Performance Scale-Revised, comparing them to a group of typically developing children, as well as comparing their own performance in different subtests. The participants were thirty children with DS between 3 and 8 years (M = 4.57, SD = 1.40) matched with control group by age, sex and school. The results showed lower scores in the DS group than controls in subtests that assess visual processing and fluid reasoning performance. There were gender differences only in the subtest that evaluated inductive reasoning, with best performance by girls. Intra-group analyses showed greater ease of DS children in tasks of visual synthesis, sequential and inductive reasoning in relation to visual discrimination skills. The results showed that the Leiter-R can be used to carry out non-verbal assessments of various cognitive skills in children with DS, as well as providing understanding of their cognitive profile from performance on different subtests.


Revista Psicopedagogia | 2011

Análise da produção escrita de crianças com dislexia do desenvolvimento submetidas a intervenção fônica computadorizada

Darlene Godoy de Oliveira; Karen Kaufmann Sacchetto; Karen Ueki; Patrícia Botelho da Silva; Elizeu Coutinho de Macedo


Psychology and Neuroscience | 2014

Cognitive profiles on the WAIS-III intelligence test in Brazilian adults with dyslexia

Darlene Godoy de Oliveira; Tatiana Pontrelli Mecca; Cindy Pereira de Almeida Barros Morão; Patrícia Botelho da Silva; Elizeu Coutinho de Macedo


Psicologia: teoria e prática | 2013

Text complexity and eye movements measures in adults readers

Darlene Godoy de Oliveira; Tatiana Pontrelli Mecca; Patrícia Botelho da Silva; Ivan Silva Pinto; Elizeu Coutinho de Macedo


Cadernos de Pós-Graduação em Distúrbios do Desenvolvimento | 2018

Qualidade de vida e satisfação no trabalho: percepções de trabalhadores com deficiência

Sérgio Martins Lopes; Patrícia Botelho da Silva; Elizeu Coutinho de Macedo


Revista Psicopedagogia | 2017

Performance in psychopedagogical and neuropsychological tests of children and adolescents with developmental dyslexia and learning difficulties

Matheus Sant'Ana Michelino; Amanda Douat Cardoso; Patrícia Botelho da Silva; Elizeu Coutinho de Macedo


Revista Psicopedagogia | 2017

Intervenção multissensorial e fônica nas dificuldades de leitura e escrita: Um Estudo de Caso

Priscila Reis Leal; Tatiana Pontrelli Mecca; Patrícia Botelho da Silva; Darlene Godoy de Oliveira; Elizeu Coutinho de Macedo


Revista Psicopedagogia | 2017

Desempenho em testes psicopedagógicos e neuropsicológicos de crianças e adolescentes com dislexia do desenvolvimento e dificuldade de aprendizagem

Matheus Sant'Ana Michelino; Amanda Douat Cardoso; Patrícia Botelho da Silva; Elizeu Coutinho de Macedo

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Elizeu Coutinho de Macedo

Mackenzie Presbyterian University

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Darlene Godoy de Oliveira

Mackenzie Presbyterian University

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Tatiana Pontrelli Mecca

Mackenzie Presbyterian University

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Ivan Silva Pinto

Mackenzie Presbyterian University

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Karen Ueki

Mackenzie Presbyterian University

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Karen Kaufmann Sacchetto

Mackenzie Presbyterian University

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Alessandra Gotuzo Seabra

Mackenzie Presbyterian University

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Natália Martins Dias

Mackenzie Presbyterian University

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Paulo S. Boggio

Mackenzie Presbyterian University

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Priscila Reis Leal

Mackenzie Presbyterian University

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