Habilidades lingüístico-cognitivas em leitores e não-leitores

Abstract

the experience with reading influences the performance of children in linguistic and cognitive tasks. The performance of readers and nonreaders in the phonological awareness assessments indicates the importance of taking into account not only the required level of linguistic segmentation but also the cognitive level required by the nature of the task.

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

“…On the other hand, the reading of words can be performed without going through this process, or for the identification of a grapheme or digit no need to access the meaning. Thus, colors and objects have a greater semantic load 27 . Diferently of naming colors and objects (they are more subject to word phonological training for naming), the naming of numbers and letters tend to have greater automaticity.…”

Consciência fonológica em adultos não alfabetizados

“…Some factors contributing to failure in performance in phonological awareness among illiterate adults were a result of the lack of formal education and low socioeconomic level [19][20][21][22][23] . In particular, the underperformance of illiterate adults in tasks involving phonemic segments is highlighted, more than in tasks involving syllables, or with rhyme detection.…”

Influência da escolaridade em habilidades linguístico-cognitivas

“…(2) developed in parallel to reading and writing acquisition and also foster literacy development , that is, they are connected in a reciprocal way. Researches have shown that PA skills are more linked to the literacy process than syllabic tasks 5,6 .…”