Desempenho em consciência fonológica, nomeação rápida, leitura e escrita em escolares com dislexia secundária a retardo mental e com bom desempenho acadêmico

Germano, Giseli Donadon; Pinheiro, Fábio Henrique; Padula, Niura Aparecida de Moura Ribeiro; Lorencetti, Maria Dalva; Capellini, Simone Aparecida

doi:10.1590/s1516-18462011005000140

Cited by 5 publications

(8 citation statements)

References 32 publications

(25 reference statements)

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“…A research 25 investigated RAN in students from the cycle I of elementary school and found similar means between 3 rd and 4 th year children, the same level of schooling of students from the present study. Another Brazilian study 26 , which verified the performance of students with and without cognitive impairment, also reported similar performance between the groups.…”

Section: We Thank Fundação De Amparo à Pesquisa Domentioning

confidence: 59%

Influência da escolaridade em habilidades linguístico-cognitivas

2015

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Sponsored by: Fapesp (Process nº: 2011/08928-7)Conflict of interest: non-existent 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 . Meanwhile PA have been related to decoding skills and also letter-to-sound proficiency . When children master phonological awareness and know the name of the letters, it leads them to quickly access phonological information and drive their attention to the letter sequences, which may favor the orthographic processing. Furthermore, the fast processing in each level of reading leads to the quick word recognition 12 . Learning to read and write in an alphabetic orthography requires the ability of quickly process visual symbols 13 .

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Section: We Thank Fundação De Amparo à Pesquisa Domentioning

confidence: 59%

Influência da escolaridade em habilidades linguístico-cognitivas

2015

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“…Recent studies suggest that the skills to process and name visual symbols quickly and correctly plays an important role in learning to read, and a disorder in these skills can lead to learning deficits (Capellini & Lanza, 2010;Germano, Pinheiro, Padula, Lorencetti, & Capellini, 2012). Naming speed is also largely related to the speed of access to longterm memory and to phonological naming, which may influence the development of reading and writing (Bicalho & Alves, 2010).…”

Section: Universidade De São Paulo Ribeirão Preto-sp Brazilmentioning

confidence: 99%

Phonological Processing and Reading and Writing Skills in Literacy

Mendes

Barrera

2017

Paidéia (Ribeirão Preto)

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Studies suggest the influence of phonological processing on literacy, although there is controversy about the cognitive skills underlying this construct. This study investigated the contribution of phonological awareness, phonological memory, rapid naming and visual processing in reading and writing performance of a sample of 50 students of the 3rd grade of an Elementary Public School. The results indicated that phonological awareness and phonological memory are the skills that contributed most to the initial performance in reading and writing. In respect of rapid naming, only the letters naming showed significant correlation with reading and writing and there was no correlation between visual processing and reading or writing. The exploratory factor analysis suggested the grouping of variables in three factors, the first formed by the phonological memory and phonological awareness, the second formed by the rapid naming and the third by the visual processing.

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“…Rapid naming indicates the speed at which cognitive processing takes place and the efficiency with which phonological information is retrieved 1,2 . This process involves various cognitive resources and motor planning during visual analysis, as well as efficient retrieval of phonological codes [3][4][5][6] . Rapid naming also enables the assessment of attention, perception, memory, access to the mental lexicon and the speed at which processing occurs, also checking for phonological articulation and reading 7 .…”

Section: Introductionmentioning

confidence: 99%

Does self-correction in the Rapid Naming Test reflect cognitive and language performance in teens?

2020

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Objective: to describe the occurrence of self-correction among adolescents in the rapid automatic naming test and the influence of schooling, type of visual stimulation and cognitive and language skills. Methods: 83 typical adolescents from 11 to 16 years old, enrolled from 6th to 9th grade of two public schools in Belo Horizonte participated in the study. The following tests were applied: rapid automatic naming, NEUPSILIN Brief Neuropsychological Assessment Instrument and Boston Naming. During rapid naming, substitutions and self-correction were accounted for. The variation in the number of errors, with and without self-correction, was related to schooling, functions and skills evaluated. Appropriate statistical tests were applied, adopting a significance level lower than 0.05. Results: individuals who made no mistakes had a better performance in attention, executive functions, memory, and vocabulary than those who made. Adolescents who performed self-correction were better at attention than those who did not correct themselves. Non-alphanumeric stimuli presented a higher occurrence of self-correction. Non-alphanumeric and alphanumeric tasks differed in terms of number of errors, both with and without self-correction. Adolescents from the early and late years of middle school differed regarding self-correction in the task of naming letters. Conclusion: self-correction was frequent in the evaluated sample and differentiated the group of adolescents who self-corrected or not, regarding attention, executive functions and vocabulary.

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Desempenho em consciência fonológica, nomeação rápida, leitura e escrita em escolares com dislexia secundária a retardo mental e com bom desempenho acadêmico

Cited by 5 publications

References 32 publications

Influência da escolaridade em habilidades linguístico-cognitivas

Influência da escolaridade em habilidades linguístico-cognitivas

Phonological Processing and Reading and Writing Skills in Literacy

Does self-correction in the Rapid Naming Test reflect cognitive and language performance in teens?

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