Desempenho em consciência fonológica, memória operacional, leitura e escrita na dislexia familial

Abstract

Background: familial dyslexia. Aim: to characterize and compare the phonological awareness, working memory, reading and writing abilities of individuals whose family members are also affected. Method: in this study 10 familial nuclei of natural family relationship of individuals with dyslexia were analyzed. Families of natural individuals living in the west region of the state of São Paulo were selected. Inclusion criteria were: to be a native speaker of the Brazilian Portuguese language, to have 8 years of age or more, to present positive familial history for learning disabilities, that is, to present at least one relative with difficulties in learning. Exclusion criteria were: to present any neurological disorder genetically caused or not, in any of the family members, such as dystonia, extra pyramidal diseases, mental disorder, epilepsy, attention deficit and hyperactivity disorder (ADHA); psychiatric symptoms or conditions; or any other pertinent conditions that could cause errors in the diagnosis. As for the diagnosis of developmental dyslexia, information about the familial history of the adolescents and children was gathered with the parents, so that a detailed pedigree could be delineated. Neurological, psychological, speech-language, and school performance evaluations were made with the individuals and their families. Results: the results of this study suggest that the dyslexic individuals and their respective relatives, also with dyslexia, presented lower performances than the control group in terms of rapid automatic naming, reading, writing and phonological awareness. Conclusion: deficits in phonological awareness, working memory, reading and writing seem to have genetic susceptibility that possibly determine, when in interaction with the environment, the manifestation of dyslexia. Key Words: Dyslexia; Learning; Reading. ResumoTema: dislexia familial. Objetivo: caracterizar o desempenho em consciência fonológica, memória operacional, leitura e escrita do probando com dislexia e de seus familiares afetados. Método: participaram deste estudo 10 núcleos familiais de parentesco natural de indivíduos com queixa específica de problemas de leitura e compreensão. Foram selecionadas famílias de probandos naturais e residentes na região do oeste do estado de São Paulo. Os requisitos de inclusão dos probandos foram: ser falante nativo do Português Brasileiro, ter idade acima de oito anos, apresentar histórico familial positivo para os problemas de aprendizagem, ou seja, apresentar no mínimo um outro parente com dificuldade para aprender em três gerações. Os critérios de exclusão para o grupo de probandos foram: apresentar qualquer distúrbio neurológico-genético tais como distonia, doenças extras piramidais, deficiência mental, epilepsia, transtorno do déficit de atenção e hiperatividade (TDAH); sintomas ou condições psiquiátricas; ou outras condições pertinentes que poderiam gerar erros no diagnóstico. Para o diagnóstico de dislexia do desenvolvimento foram coletados dados de antecedente familial na his...

Perfil linguístico, familial e do gênero de escolares com diagnóstico de dislexia de uma clínica escola

“…In the present study sample, it was found in more than half of anamnesis, the presence of familial recurrence, in which at least one family member had learning difficulties or oral language alterations; which is in agreement with the study that surveyed a sample of relatives of dyslexics, in which at least one family member had a complaint or learning difficulty similar to dyslexia learning, claiming that dyslexia has significant familial impact 10 .…”

“…7,8 It was evidenced in the literature, familial recurrence for dislexia 9 . Studies show that dyslexia has a major familial incidence 10 , which is an important risk factor for diagnosis 11,12 . A high prevalence of this diagnosis in males was observed 9,10 .…”

Habilidades em consciência fonológica: diferenças no desempenho de meninos e meninas

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Phonological Awareness Program: A longitudinal study from Preschool to 4thGrade

“…Another study [24] shows that children who have poor performance phonological awareness have underperformed in Mathematics.…”