Alterações dos processos fonológicos e índice de gravidade entre escolares com dislexia e escolares com bom desempenho acadêmico

Abstract

Purpose: To compare the occurrence of altered phonological processes and to use the severity index of phonological disorder to compare speech and writing samples from dyslexic students and students with good academic performance. Methods: Participants were 34 students of both genders from second to fifth grade, with ages between 8 years and 11 years and 11 months, divided into: G1 (17 students with interdisciplinary diagnosis of dyslexia) and G2 (17 students with good academic performance). Naming and imitation tasks (ABFW) comprising, respectively, 34 pictures and 39 words were used. Elaboration of a thematic writing was also requested, based on a logic sequence of pictures. Results: Dyslexic children in this study presented lower performance than the students with good academic performance regarding, in speech, the phonological process of consonant cluster simplification (imitation task), and, in the analysis of the writing production, the criteria: unaltered cursive trace, functional dysgraphia, hyposegmentation, and correct spelling. However, the severity of phonological disorders of speech and written samples was mild in both groups. Conclusion: Students with dyslexia presented alterations in phonological processes and in writing, with lower performance when compared to the students with good academic performance. As for the severity index PCC-R for speech and written samples, both dyslexic students and those with good academic performance were classified as mild.

Interferência do transtorno fonológico na leitura de itens com diferentes características psicolinguísticas

“…The specific scientific literature shows that children with speech disorders often present deficits in speech perception and phonological awareness development, despite the fact that they present receptive language skills higher than the expected for their age (7) . These deficits can affect the proper identification of the sound characteristics of phonemes (8) , impairing the construction of the correct knowledge of the phoneme-grapheme association and, consequently, affecting decoding and reading fluency with regards to accuracy and reading rate (9) . Adequate grapheme-phoneme conversion allows the reading of any regular word.…”

Influência do transtorno fonológico sobre os transtornos de leitura e da escrita

“…The three groups showed performance in phonological awareness consistent with the characteristics identified in the assessment of reading and writing. That is, the CG showed better performance than the RG2 and this, despite the absence of statistical significance, had a better result than RG1, in general, confirming the relationship between the processing of phonological information and the conditions of writing and reading of the student (5,16) .…”

“…The analysis by comparison could show that the three groups are somehow different and that this difference was mainly observed by CG responses, which were within the expected normality; by the replies of the research groups, which showed worse performance in reading, writing and phonological awareness and by the worst performing group of students with RAWD and PD (RG1) in relation to others, when considering the total of the tests applied in clinical assessment. The worst performance in phonological working memory may have characterized this group (3,16) .…”

“…It was observed in RG2 and the other groups that the working memory for pseudowords of low and medium similarity was positively correlated with the total score of the test. It should be noted that not all students with RAWD have the same abilities to process phonological information (8,13,16,17) . In RG2, the CF was positively correlated with memory for pseudowords of low and medium similarity.…”

“…The correlations between the presence of phonological alterations and phonological processing deficits are known (9,14,15) . The latter, of course, increase the risk of the emergence of difficulties in learning the alphabetic principle, harming their own learning and use of reading and writing (10,11,13,16,17) , or worsening the changes already installed.…”