Habilidades metafonológicas em crianças com transtorno fonológico: a interferência da idade e da gravidade

Wertzner, Haydée Fiszbein; Pulga, Marina Jorge; Pagan-Neves, Luciana de Oliveira

doi:10.1590/s2317-64312014000300007

Cited by 3 publications

(5 citation statements)

References 19 publications

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“…In this research, when comparing the average performance in phonological awareness skills between TPD and APD, it was observed that TPD performed better than APD in syllabic and phonemic awareness. Children with phonological disorder present difficulties in phonological awareness skills in simpler tasks (6) .…”

Section: Discussionmentioning

confidence: 99%

“…Phonological awareness skills range from simple perception of word extension and its similarities, to more complex skills such as segmentation and manipulation of syllables and phonemes (1) . Some studies (1,6,7) mention the importance of this in the process of literacy/acquisition of written language. One study (7) found that the better the performance in phonological awareness tasks, the less spelling errors are observed in the written text.…”

Section: Introductionmentioning

confidence: 99%

“…In learning, the child is stimulated to think about the phoneme-grapheme correspondences, the relation between written language and spoken language, and about orthographic patterns, establishing a higher phonemic awareness (8) . There are several studies in the literature (1,4,6,(8)(9)(10) involving the phonological awareness skills and children in the literacy period.…”

Section: Introductionmentioning

confidence: 99%

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Erros ortográficos e habilidades de consciência fonológica em crianças com desenvolvimento fonológico típico e atípico

Donicht

Ceron

Keske‐Soares

2019

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RESUMO Objetivo Verificar e correlacionar os erros ortográficos presentes nas produções escritas ao desempenho em habilidades de consciência fonológica de crianças em diferentes anos escolares, com desenvolvimento fonológico típico e atípico. Método A amostra foi composta por 50 crianças divididas em dois grupos: com desenvolvimento fonológico típico (GDFT) e com desenvolvimento fonológico atípico (GDFA); estudantes dos anos iniciais (1ª a 5ª séries) de escolarização e idades entre 6:0 e 10:0 anos. As crianças foram submetidas às avaliações fonoaudiológicas e audiológica. Os dados foram tabulados e as análises estatísticas foram realizadas por meio do Coeficiente de Correlação de Spearman. Resultados Em relação ao número de erros ortográficos na escrita, estes foram semelhantes no GDFT e no GDFA, com exceção para os erros contextuais-arbitrários que foram em maior número para o GDFA. Ainda se observou que o número de erros ortográficos de escrita diminuiu com o aumento da escolarização. No que se refere ao desempenho médio em consciência fonológica, o GDFT teve um desempenho melhor que o GDFA em consciência silábica e fonêmica. As crianças de 4ª e 5ª séries apresentaram melhor desempenho em consciência fonológica que as de 1ª a 3ª séries. Conclusão A correlação foi inversamente proporcional entre o desempenho em consciência fonológica e o número de erros ortográficos (aqueles que alteram a estrutura silábica) para ambos os grupos, demonstrando que quanto mais erros deste tipo, menor o desempenho em consciência fonológica silábica, fonêmica e total.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Erros ortográficos e habilidades de consciência fonológica em crianças com desenvolvimento fonológico típico e atípico

Donicht

Ceron

Keske‐Soares

2019

CoDAS

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“…For data analysis in terms of severity, the intermediate Female speech pathologists obtained a higher level of agreement between their judgment and the PCC-R when compared to the corresponding male group, reaching moderate and poor levels, respectively. Despite having more homogenous training and scientific knowledge, that is believed to be due to the fact that women are more sensitive in judging children's speech 27 . The findings of this study are important because they show the need for speech pathologists to provide relevant information on cases of speech sound disorder.…”

Section: Discussionmentioning

confidence: 99%

“…Studies demonstrate that it is important to analyze different groups of judges in terms of speech disorders, since the incidence of speech sound disorders is significantly high, and the diagnosis is often not adequate or not provided early on, which may not only impair speech, but also learning, social interactions, among others 26,27 . The findings of this study suggest that the degree of perception of intelligibility between (non-professional) men and women who do not have daily contact with children, let alone children with speech sound disorder, is similar, but women in this group agreed more, since they have sharper perceptual-auditory skills, and, thus, would be able to analyze speech in a more detailed and accurate manner 28 .…”

Section: Discussionmentioning

confidence: 99%

Percepção da inteligibilidade e gravidade do desvio fonológico por fonoaudiólogos e leigos

et al. 2017

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Purpose: to compare the perceptual judgment of the speech intelligibility of children with speech sound disorders by speech language pathologists (men x women) and non-professionals (men x women) and to verify the agreement of the perceptual judgment with the results of the Percentage of Consonants Correct -Revised. Methods: this research consisted of two samples: the judged and the judging. The judged sample was composed by 30 children from the Database of a clinical speech therapy, diagnosed with speech sound disorders, ages between 4:7 and 7: 11 years old (20 males and 10 females). The judging sample was composed by six speech pathologists (three males and three females) and six non-professionals (people that did not have any contact with any child), three males and three females.Results: the judgment of intelligibility of the nonprofessionals is impaired when comparing with the intelligibility of speech language pathologists, because they have technical background in order to understand the speech of others, better judging the speech of children. Nonprofessionals agree in the same way about the severity of phonological disorder, differently of speech language pathologists, where female speech pathologists judge and agree better in the relationship of intelligibility and gravity of phonological disorder. Conclusion: Speech Language Pathologists have greater effectiveness to judge the speech intelligibility of children that have speech sound disorders, female speech pathologists have better insight to judge the severity of speech disorders compared to the nonprofessional group, which demonstrates that more information about speech is needed. Keywords: Speech Intelligibility; Speech Disorders; Speech Perception; Speech-Language Pathology; Child RESUMO Objetivo: comparar o julgamento perceptual por fonoaudiólogos(as) e leigos(as) quanto à inteligibilidade da fala de crianças com desvio fonológico, e verificar a concordância deste julgamento com a gravidade do desvio fonológico. Métodos: a pesquisa foi composta por duas amostras: julgada e julgadora. A amostra julgada foi constituída por 30 crianças do banco de dados da clínica fonoaudiológica da instituição, com diagnóstico de desvio fonológico, na faixa etária de 4 anos e 1 mês a 7 anos e 11 meses (20 do gênero masculino e 10 do feminino). A amostra julgadora, foi composta por seis leigos, que não possuíam qualquer contato com crianças, sendo três do gênero masculino e três do feminino; e seis fonoaudiólogos, sendo três do gênero masculino e três do feminino. Resultados: o julgamento da inteligibilidade por leigos(as) é mais prejudicado do que a inteligibilidade por fonoaudiólogos(as), pois estes possuem formação técnica para entender a fala do outro, julgando melhor a fala da criança. Leigos e leigas concordam de forma semelhante em relação à gravidade do desvio fonológico, diferentemente do grupo de fonoaudiólogos x fonoaudiólogas, onde as fonoaudiólogas julgam e concordam melhor quanto à inteligibilidade e a gravidade do desvio fonológico. Conclusão:...

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Children with speech sound disorder: comparing a non-linguistic auditory approach with a phonological intervention approach to improve phonological skills

et al. 2015

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This study aimed to compare the effects of a non-linguistic auditory intervention approach with a phonological intervention approach on the phonological skills of children with speech sound disorder (SSD). A total of 17 children, aged 7–12 years, with SSD were randomly allocated to either the non-linguistic auditory temporal intervention group (n = 10, average age 7.7 ± 1.2) or phonological intervention group (n = 7, average age 8.6 ± 1.2). The intervention outcomes included auditory-sensory measures (auditory temporal processing skills) and cognitive measures (attention, short-term memory, speech production, and phonological awareness skills). The auditory approach focused on non-linguistic auditory training (e.g., backward masking and frequency discrimination), whereas the phonological approach focused on speech sound training (e.g., phonological organization and awareness). Both interventions consisted of 12 45-min sessions delivered twice per week, for a total of 9 h. Intra-group analysis demonstrated that the auditory intervention group showed significant gains in both auditory and cognitive measures, whereas no significant gain was observed in the phonological intervention group. No significant improvement on phonological skills was observed in any of the groups. Inter-group analysis demonstrated significant differences between the improvement following training for both groups, with a more pronounced gain for the non-linguistic auditory temporal intervention in one of the visual attention measures and both auditory measures. Therefore, both analyses suggest that although the non-linguistic auditory intervention approach appeared to be the most effective intervention approach, it was not sufficient to promote the enhancement of phonological skills.

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Habilidades metafonológicas em crianças com transtorno fonológico: a interferência da idade e da gravidade

Cited by 3 publications

References 19 publications

Erros ortográficos e habilidades de consciência fonológica em crianças com desenvolvimento fonológico típico e atípico

Erros ortográficos e habilidades de consciência fonológica em crianças com desenvolvimento fonológico típico e atípico

Percepção da inteligibilidade e gravidade do desvio fonológico por fonoaudiólogos e leigos

Children with speech sound disorder: comparing a non-linguistic auditory approach with a phonological intervention approach to improve phonological skills

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