Aprender a escrever: contribuição das habilidades de consciência fonêmica, nomeação seriada rápida e memória de trabalho

Godoy, Dalva Maria Alves

doi:10.21723/riaee.v11.n.esp4.9209

Cited by 6 publications

(11 citation statements)

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“…In other words, the data obtained in this investigation showed that when the performance of both dyslexics and skilled readers in a task involving phonemic awareness is lowered, their performance in a reading task (word recognition), understanding sentences or texts, is also compromised, and vice versa. These results corroborate those of Godoy (2016), who found a strong correlation between phonological awareness and the ability to spell and read in skilled readers.…”

Section: Discussionsupporting

confidence: 91%

“…Regardless of the reading pattern, Godoy (2016) found that phonological awareness is strongly correlated with the ability to spell and read in skilled readers, but it does not necessarily have a unidirectional causality relationship, as these abilities develop simultaneously. The ability to perceive and manipulate phonemes (segment and invert) at the beginning of literacy is strongly predictive of an efficient reading ability that will only be solidified years later.…”

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confidence: 90%

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Reading in developmental dyslexia: the role of phonemic awareness and executive functions

Medina

Guimarães

2021

Estud. psicol. (Campinas)

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This study investigated the correlations and the possible deficits in reading, phonemic awareness, and executive functions among students with developmental dyslexia. A total of 28 students participated in the study, between 9 and 11 years old, 14 with developmental dyslexia and 14 without reading difficulties. Specific instruments were used to assess reading, phonemic awareness, and executive functions. The Spearman test indicated moderate and very significant correlations between performance in tasks of phonemic awareness and reading (recognition and comprehension) and tasks that assessed cognitive functioning involving the following executive functions: cognitive flexibility, working memory, inhibitory control, and orthographic verbal fluency. No correlation was found between the reading and phonemic awareness assessments and the results of the planning done with the Tower of London instrument. The results allowed the researchers to hypothesize that an intervention planned for the development of phonemic awareness and executive functions may have an effect in improving the reading performance of dyslexics.

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Section: Discussionsupporting

confidence: 91%

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confidence: 90%

Reading in developmental dyslexia: the role of phonemic awareness and executive functions

Medina

Guimarães

2021

Estud. psicol. (Campinas)

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“…In this direction, another study in PB comparing the independent contribution of phonemic awareness skills, knowledge of grapheme, memory and rapid automatized naming (RAN) to the writing of words throughout the first five years of schooling, confirmed phonemic awareness as the most influential predictive factor during the 1st and 2nd year. The contribution of the RAN occurred only in the 4th year (Godoy, 2016).…”

Section: Discussionmentioning

confidence: 95%

Initial literacy: Influence of phonemic awareness and teaching method

Godoy

Pinheiro

Defior

2017

Psicologia - Teoria E Prática

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This longitudinal study investigates the importance of two methods for the success of the learning of reading and spelling and for the development of the phonemic awareness (PA) ability. It also verifies the contribution of PA and its predictive capacity for literacy learning in Brazilian Portuguese (PB). Two groups of children who started the first year (Mage = 5;10 years), one from a school that adopted a phonic method and the other from a school that adopted a nonphonic method, were followed until the end of the 2nd year, and were assessed on PA, reading and writing in three moments. The main findings of studies in other transparent orthographies are confirmed: PA is a strong predictor of reading and writing. It was also found that in PB the ability to read words is achieved quickly, with both methods, while the learning of writing is influenced significantly by the phonic method.

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“…Na prova de leitura de não palavras, GI apresentou média de desempenho inferior comparado ao GII, que teve sua média de desempenho aumentada. Tal fato pode ser justificado em razão da influência da intervenção fonológica para o desenvolvimento da memória de trabalho fonológica, sendo esta uma habilidade fundamental para a decodificação de não palavras e/ou pseudopalavras (CALET et al, 2015;GODOY, 2016;LAWTON, 2016;MILLER et al, 2014;SANTOS;BARRERA, 2017).…”

Section: Discussionunclassified

“…O mesmo desempenho pôde ser observado na prova de nomeação rápida de figuras, pertencente à habilidade de velocidade de processamento. Com base na literatura, a diminuição do tempo para a execução de provas de nomeação implica acurácia e exatidão para a decodificação de símbolos de forma rápida e sucessiva, sendo possível observar o reflexo desse desempenho na decodificação de palavras, pois os escolares de GI apresentaram aumento no número de palavras decodificadas por minuto (GODOY, 2016;HÄMÄLÄINEN et al, 2015;MÄNNEL et al, 2017).…”

Section: Discussionunclassified

Prática de intervenção fonológica associada à leitura nas dificuldades de aprendizagem

Gonçalves

Silva

2020

Revista Vértices

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As dificuldades de aprendizagem são um tema relevante no ensino formal, motivando a realização de pesquisas para a identificação e intervenção do insucesso escolar, levando em consideração as fragilidades da educação e o reflexo da aprendizagem. O objetivo do estudo foi comparar a eficácia de uma intervenção fonológica associada à leitura em escolares com e sem dificuldades de aprendizagem. Participaram 20 escolares do 3º ano do Ensino Fundamental público, distribuídos em GI: composto por 10 escolares sem dificuldades de aprendizagem, e GII: composto por 10 escolares com dificuldades de aprendizagem. Na avaliação foram utilizados o Protocolo de Avaliação de Habilidades Cognitivo-Linguísticas e o Protocolo de Compreensão de Leitura - PROCOMLE. Para intervenção, utilizou-se o Programa de Intervenção Fonológica e o Treino de Leitura. Nos resultados houve desempenho significante para GI e GII, em comparação intragrupo para a pré e pós-testagem, indicando que a intervenção fonológica associada ao treino de leitura foi benéfica aos escolares com e sem dificuldades de aprendizagem, que obtiveram médias de desempenho superior em pós-testagem. Conclui-se que a intervenção fonológica associada ao treino de leitura foi capaz de impulsionar o desempenho em habilidades necessárias para a alfabetização em escolares com e sem dificuldades de aprendizagem.

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Aprender a escrever: contribuição das habilidades de consciência fonêmica, nomeação seriada rápida e memória de trabalho

Cited by 6 publications

References 0 publications

Reading in developmental dyslexia: the role of phonemic awareness and executive functions

Reading in developmental dyslexia: the role of phonemic awareness and executive functions

Initial literacy: Influence of phonemic awareness and teaching method

Prática de intervenção fonológica associada à leitura nas dificuldades de aprendizagem

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