Processamento fonológico e desempenho escolar nas séries iniciais do ensino fundamental

Tenório, Sabrina Ma Pimentel da Cunha Pinto; Ávila, Clara Regina Brandão de

doi:10.1590/s1516-18462011005000099

Cited by 32 publications

(50 citation statements)

References 27 publications

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“…The results show that, according to the literature, school performance is related to different cognitive abilities, intelligence Dodonova & Dodonov, 2012;Lemos et al, 2008;Oliveira & Soares, 2011;Spinath et al, 2010), oral language (Capovilla & Dias, 2008;Dias & Seabra, 2012;Mokhtari & Niederhauser, 2013;Piccolo & Salles, 2013;Skibbe et al, 2008;Tenório & Ávila, 2012), and EF (Blair & Diamond, 2008;Diamond, 2013;Fonseca et al, 2015;Piccolo & Salles, 2013;Seabra et al, 2014). Attention was the only one that did not correlate with children school performance.…”

Section: Discussionmentioning

confidence: 64%

“…For example, Tenório and Ávila (2012) found significant correlations between the academic performance of students in the early years of elementary school in reading, writing, and arithmetic and their performance on a phonological processing test, especially when considering the measures of PA. In fact, oral language skills have been considered the main predictors of written language performance (Capovilla & Dias, 2008;Dias & Seabra, 2012;Scarborough, 2009;Skibbe et al, 2008;Torppa et al, 2010).…”

Section: Palavras-chavementioning

confidence: 99%

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School performance at the end of elementary school: Contributions of intelligence, language, and executive functions

Dias

Seabra

2017

Estud. psicol. (Campinas)

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Estudos de Psicologia I Campinas I 34(2) I 315-326 I abril -junho 2017 AbstractThere are several variables that are associated with and that can influence school performance. The present study investigated the following: 1) the relationship between school performance and intelligence, language, and executive functions; 2) explanatory models for school performance. A total of 87 students in 5th grade of elementary school, attending a public school in São Paulo State, Brazil (mean age = 9.72, standard deviation = 0.58), participated in this study. The participants were evaluated in terms of intelligence, language (phonological awareness and vocabulary), and executive functions (attention, cognitive flexibility, and working memory). Bimonthly grades were collected at the end of the school year. Results revealed significant correlations between school performance and all measures, except for attention. Students' performance on the cognitive tests explained up to 66% of their grades. Intelligence, language, and executive functions are associated with school performance, but language and executive functions, especially cognitive flexibility, can be considered as stronger predictors of performance in 5th grade. These findings can assist in the design and implementation of intervention programs to promote these skills. Keywords

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Section: Discussionmentioning

confidence: 64%

Section: Palavras-chavementioning

confidence: 99%

School performance at the end of elementary school: Contributions of intelligence, language, and executive functions

Dias

Seabra

2017

Estud. psicol. (Campinas)

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“…Thus, for the GII group, composed of students at risk for dyslexia, the difficulty in discriminating auditory stimuli and in processing auditory information may be more compromised, due to a characteristic of the phonological disorder 26 . However, when working on the discrimination of sounds in the early stages of literacy, the difficulty in distinguishing and storing information for future use in reading tasks, for example, becomes more effective, because phonological work memory will be able to temporarily retain and manipulate information while participating in other specific cognitive tasks, favoring performance in oral comprehension, as can be observed in students of the GI 24,25 .…”

Section: Meanmentioning

confidence: 99%

Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia

Silva

Capellini

2017

J. Hum. Growth Dev.

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Introduction: Studies on students at risk for dyslexia have increased as well as the interest in verifying whether tasks involving a phonological basis can favor the performance of these students in the initial literacy process.Objective: Evaluate the performance of students with and without risk of dyslexia in metalinguistic tasks. Methods:Participants of this study were 40 students, aged between 5-6 years, enrolled in the 1st year of elementary school, divided into two groups, GI: composed of 20 students without risk of dyslexia and GII: composed of 20 students at risk of dyslexia, both groups were submitted to the Evaluation Cognitive Linguistic Skills Protocol -collective and individual version (adapted), and phonological intervention composed of tasks of relation letter/sound alphabet in sequence and in random order, rhyme, identification and manipulation of words, identification and production of syllables, syllabic segmentation and analysis, identification and phonemic segmentation, substitution, synthesis, analysis and phonemic discrimination. Results: Indicated that the students from GI and GII showed statistically superior performance in the post testing compared to the performance obtained in the pre testing. Conclusion:The students at risk of dyslexia showed an increase in the mean of performance after the intervention, however, when compared with the performance of the students without risk for dyslexia, they presented inferior performance, indicating that, even after have underwent to the intervention, they did not reach the mean of performance of students without risk for dyslexia in metalinguistic tests. Open acess Keywords 199Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia J Hum Growth Dev. 2017; 27(2): 198-205

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“…With the purpose of starting increasingly earlier the identification of learning disorders, national 8,9 and international [10][11][12] studies point to the need to carry out the identification and early intervention in students in early literacy so that the predictive factors for the good performance in reading, such as phonological awareness and rapid serial naming, can be worked in students that have poor performance in relation to their group-class.…”

Section: Introductionmentioning

confidence: 99%

Contribuições da consciência fonológica e nomeação seriada rápida para a aprendizagem inicial da escrita

et al. 2016

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Purpose: to investigate the contribution of phonological awareness and rapid serial naming for the initial learning of writing. Methods: the study involved 100 children of both sexe, aged from two to six years and eleven months, enrolled in early childhood education from a nursery and a school hall in the in the city of Recife. Was used as assessment tools Test of Phonological Awareness, a task of Rapid Serial Naming and script writing evaluation. Data were transcribed and analyzed according to descriptive and inferential statistic. Results: it was observed that increasing age is directly related to the development of phonological awareness levels and reduction of errors and the time for performance of the tasks of rapid serial naming. Among the phonological awareness, syllable awareness scores obtained better rates, can be observed in great difficulty participating in the tasks of phonemic awareness. It was possible to identify significant correlations between phonological awareness, rapid serial naming and writing. Conclusion: the rapid serial naming contribute to early learning of reading and writing, with the encouragement of these important skills before literacy cycle, favoring this process and signaling potential learning problems early. The poor performance on tasks can be suggestive of the influence of socioeducational factors, one should consider the context of the child's life and the lived educational experiences in the family and school. Keywords: Learning; Child Rearing; Risk Factors; Reading; Learning Disorders RESUMO Objetivo: investigar a contribuição da consciência fonológica e nomeação seriada rápida para a aprendizagem inicial da escrita. Métodos: participaram do estudo 100 crianças, na faixa etária de três a seis anos e onze meses, matriculadas na educação infantil de uma creche e uma escola municipal da cidade do Recife. Utilizou-se como instrumentos de avaliação o Teste de Consciência Fonológica, a tarefa de Nomeação Seriada Rápida e um roteiro de avaliação da escrita. Os dados foram transcritos e analisados conforme a estatística descritiva e inferencial. Resultados: observou-se que o aumento da faixa etária está diretamente relacionado ao desenvolvimento dos níveis de consciência fonológica, assim como com a diminuição dos erros e do tempo para execução das tarefas de NSR. Verificou-se que as crianças com mais de quatro anos, tiveram um desempenho em consciência fonológica aquém do esperado para sua idade. Dentre as habilidades de consciência fonológica, a consciência silábica obteve melhores índices de pontuações, podendo-se observar grande dificuldade dos participantes nas tarefas de consciência fonêmica. Com relação a escrita, a maioria das crianças estavam na fase pré-silábica. Foi possível verificar correlações significantes entre as habilidades de consciência fonológica com a nomeação seriada rápida e escrita. Conclusão: a consciência fonológica e nomeação seriada rápida contribuem para a aprendizagem inicial da escrita, sendo importante o estímulo destas habilidades antes ...

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Processamento fonológico e desempenho escolar nas séries iniciais do ensino fundamental

Cited by 32 publications

References 27 publications

School performance at the end of elementary school: Contributions of intelligence, language, and executive functions

School performance at the end of elementary school: Contributions of intelligence, language, and executive functions

Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia

Contribuições da consciência fonológica e nomeação seriada rápida para a aprendizagem inicial da escrita

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