Teorias da Dislexia: Sustentação com Base nas Alterações Perceptuais Auditivas

Prestes, Marta Regueira Dias; Feitosa, Maria Angela Guimarães

doi:10.1590/0102-3772e32ne24

Cited by 4 publications

(2 citation statements)

References 38 publications

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“…Reading and writing difficulties (RWD) refer to an undiagnosed collection of learning difficulties underlying reading and writing. The learner may experience difficulties with accurate and/or fluent word recognition and decoding and encoding abilities, which typically result from a deficit in knowledge about the phonological component of language (Prestes & Feitosa 2017). Delays in the development and production of phonological codes include deficiencies in auditory perception and discrimination of phonemes (Ozernov-Palchik & Gaab 2016), phoneme-grapheme correspondence (Boros et al 2016;Law et al 2018), phonological awareness (Cavalli et al 2017) and phonological memory (Kastamoniti et al 2018).…”

Section: Introductionmentioning

confidence: 99%

Grade 4 learners with reading and writing difficulties in Mauritius: Oral reading and spelling characteristics

Veerabudren¹,

Kritzinger²,

Graham³

et al. 2023

SAJCE

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Background: Learners with reading and writing difficulties (RWD) are accommodated in Mauritian government schools without formal curriculum adjustment and teacher support. Little is known about their RWD. The aim was to describe the characteristics of Grade 4 learners with RWD.Aim: To describe the characteristics of Grade 4 learners with RWD.Setting: Government primary schools in Mauritius, in urban and rural areas.Methods: Grade 4 learners with RWD from 20 randomly selected schools were identified with the Screening Tool for Learning Disorders (STLD). A comparative design was used. Parents of 67 learners with RWD (research group [RG]) gave consent. Forty-nine learners without RWD were selected as a control group (CG) based on academic performance and consent. Hearing loss and visual impairment were excluded. The Clinical Evaluation of Language Function Observation Rating Scale (CELF-5 ORS), the Schonell Spelling Test and the Gray Oral Reading Test were used.Results: The CELF-5 ORS showed a wide range of difficulties of the RG with speaking, listening, oral reading and writing. There were significant differences between the RG and CG with reading and spelling. Despite being in Grade 4 (mean age 9.0 years), the mean spelling age for the RG was 5.5 years, corresponding to a Grade 1 level. Positive correlations were found between the STLD and listening, speaking and reading on the CELF-5 ORS for the RG. The more likely it was that participants had specific learning disorders on the STLD, the worse the spelling. Those with a history of speech and language delay performed more poorly with reading and spelling.Conclusion: Difficulties were confirmed by all the measures. Diagnostic assessments for specific learning disorders are required to exclude intellectual disability and other comorbidities. There is a dire need for intervention programs for learners with RWD in mainstream government schools in Mauritius. Programs should include speech-language therapists and aim at prevention, identification, diagnosis and intervention.Contribution: The study is important for speech–language therapists working in the education system and primary school teachers. There is a dire need to implement intervention programs for learners with RWD in mainstream government schools in Mauritius.

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Section: Introductionmentioning

confidence: 99%

Grade 4 learners with reading and writing difficulties in Mauritius: Oral reading and spelling characteristics

Veerabudren¹,

Kritzinger²,

Graham³

et al. 2023

SAJCE

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“…Está descrito na literatura que o desenvolvimento cognitivo-linguístico e o desenvolvimento do sistema auditivo ocorre simultaneamente, pelo que é de se esperar que qualquer alteração em qualquer um destes sistemas, durante os primeiros anos de vida, possa conduzir a dificuldades futuras na aprendizagem, decorrentes das alterações no processamento auditivo dos sons ou nas competências neurocognitivas (Buriti & Rosa, 2014). De acordo com o estudo realizado por Iliadou, Bamiou, Kaprinis, Kandylis e Kaprinis (2009), a prevalência de Perturbação do Processamento Auditivo em crianças com Perturbação da Aprendizagem Específica é de cerca de 30% a 50%.…”

Section: Introductionunclassified

Avaliação e comparação de competências auditivas e cognitivo-linguísticas em crianças de idade escolar

Martins

Carvalho

Nunes

et al. 2017

R Est Inv Psico y Educ

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ResumoO desenvolvimento dos sistemas auditivo e cognitivolinguístico ocorrem em simultâneo, assumindo um papel importante na aprendizagem. Surge, assim, a necessidade de investigação dos dois sistemas, através de um estudo quantitativo, com o objetivo de identificar as respostas auditivas e cognitivo-linguísticas mais relacionadas. 150 crianças serão sujeitas à avaliação cognitivo-linguística e 10 à avaliação do Processamento Auditivo. Os pais/professores das 150 crianças preencherão, também, o questionário auditivo para recolha de informações. A análise dos dados dessa avaliação contribuirá para a realização de diagnósticos mais precisos e para a delineação de estratégias de intervenção mais adequadas. Palavras-chave: avaliação, cognição, linguagem, processamento auditivo AbstractThe development of the auditory and cognitive-linguistic systems occur simultaneously, assuming an important role in learning. Thus, there is a need to investigate the two systems through a quantitative study, with the objective of identifying the most closely related auditory and cognitivelinguistic responses. 150 children will be subject to cognitive-linguistic evaluation and 10 to Auditory Processing evaluation. The parents/teachers of the 150 children will also fill in the auditory questionnaire to collect information. The analysis of the data of this evaluation will contribute to the accomplishment of more accurate diagnoses and to the delineation of more adequate intervention strategies.

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Brain Source Correlates of Speech Perception and Reading Processes in Children With and Without Reading Difficulties

et al. 2022

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Neural correlates in reading and speech processing have been addressed extensively in the literature. While reading skills and speech perception have been shown to be associated with each other, their relationship remains debatable. In this study, we investigated reading skills, speech perception, reading, and their correlates with brain source activity in auditory and visual modalities. We used high-density event-related potentials (ERPs), fixation-related potentials (FRPs), and the source reconstruction method. The analysis was conducted on 12–13-year-old schoolchildren who had different reading levels. Brain ERP source indices were computed from frequently repeated Finnish speech stimuli presented in an auditory oddball paradigm. Brain FRP source indices were also computed for words within sentences presented in a reading task. The results showed significant correlations between speech ERP sources and reading scores at the P100 (P1) time range in the left hemisphere and the N250 time range in both hemispheres, and a weaker correlation for visual word processing N170 FRP source(s) in the posterior occipital areas, in the vicinity of the visual word form areas (VWFA). Furthermore, significant brain-to-brain correlations were found between the two modalities, where the speech brain sources of the P1 and N250 responses correlated with the reading N170 response. The results suggest that speech processes are linked to reading fluency and that brain activations to speech are linked to visual brain processes of reading. These results indicate that a relationship between language and reading systems is present even after several years of exposure to print.

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Teorias da Dislexia: Sustentação com Base nas Alterações Perceptuais Auditivas

Cited by 4 publications

References 38 publications

Grade 4 learners with reading and writing difficulties in Mauritius: Oral reading and spelling characteristics

Grade 4 learners with reading and writing difficulties in Mauritius: Oral reading and spelling characteristics

Avaliação e comparação de competências auditivas e cognitivo-linguísticas em crianças de idade escolar

Brain Source Correlates of Speech Perception and Reading Processes in Children With and Without Reading Difficulties

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