Funções Executivas na Dislexia do Desenvolvimento: Revendo Evidências de Pesquisas

Abstract

RESUMO: o objetivo deste artigo é fazer uma revisão sistemática de literatura a fim de analisar produções científicas que abordam as funções executivas (FE) ABSTRACT:The objective of this article is to make a systematic review of literature in order to analyze scientific productions that deal with executive functions (EF) and dyslexia. The method consists on a selection of articles published in the Virtual Health Library (BVS), in the CAPES Periodicals and PUBMED. Were selected 28 papers, 9 from PUBMED, 14 from CAPES Periodicals, 4 from the BVS and one manually. Results indicated that the selected studies do not evaluate FE in the same way. Some evaluate EFs as a global component, which shows little difference comparing dyslexics to typical readers, others assess the main components of EFs, which are Inhibitory Control, Cognitive Flexibility, and Working Memory (WM), and a third group of studies evaluates WM also in its subcomponents: visuo-spatial WM, central executive and verbal or phonological WM. It is possible conclue that the study of EF in dyslexics is in full development. In the last 5 years, interest in this subject has increased, including in Brazil, expressed by the increase in the number of published studies, but there is still a lot to know, especially about the effect of interventions involving EF.KEYWORD: Special Education. Executive Function. Dyslexia. Reading. 1intRoDuçãoA leitura é uma atividade neurocognitiva de alta complexidade que requer o reconhecimento das letras e suas combinações para que sejam convertidos nos devidos sons (decodificação grafema-fonema) (ELLIS, 1995). A dislexia do desenvolvimento, também nominada como um distúrbio do reconhecimento de palavras, ou da habilidade empobrecida da leitura de palavras, apresenta bases neurológicas que afetam a alfabetização no nível do reconhecimen-1 http://dx

Phonological processing in students with developmental dyslexia, ADHD and intellectual disability

“…This may happen because, despite the phonological deficits being persistent in dyslexia, there are important differences between this condition, ADHD and intellectual disability. It is observed that, in ADHD and in intellectual disability, there is impairment of other cognitive functions, such as the executive functions 24,25 and reasoning 26,27 , which may have more complex consequences on specific abilities, though this is not necessarily the case in all the children with dyslexia 28 .…”

Leitura de Estudantes com Dislexia do Desenvolvimento: Impactos de uma Intervenção com Método Fônico Associado à Estimulação de Funções Executivas

“…Given the complexity present in dyslexia, there is no consensus among researchers about the predictive effect of EF in isolation. There is a relegation of some EFs in dyslexics, such as working memory and inhibitory control, but this relegation is not homogeneous in all the individuals surveyed and cannot therefore be pointed out as predictors (Medina, Minetto, & Guimarães, 2017) Few studies addressing intervention in EFs in dyslexics have been found in the literature (Luo, Wang, Wu, Zhu, & Zhang 2013;Lima, Alves, Silva, Azoni, & Ciasca, 2015;Medina et al, 2017). Luo et al (2013) conducted two months of computerized training in working memory in children with dyslexia, which demonstrated improvement in reading skills.…”

“…However, in a recent systematic literature review, Medina et al (2017) point out that several studies suggest the inclusion of EF stimulation to improve reading performance, considering that multiple dyslexia deficits require broader intervention, not only in phonological MEDINA, G. B. K. & GUIMARÃES, S. R. K. awareness and reading. EF affects "reading strategies involving manipulation of information, response time, the capacity to inhibit distracting stimuli, as well as the alternation between different elements with different meanings" (Medina et al, 2017, p. 450), so the stimulation of EF may also bring benefits to the reading.…”

Funções executivas e leitura de palavras e pseudopalavras em crianças alfabéticas

“…A Memória de Trabalho (MT) é um sistema cognitivo de armazenamento temporário e limitado, sendo um dos componentes da memória imediata, capaz de reter, manipular e gerenciar temporalmente informações verbais e visuoespaciais, fornecendo suporte aos processos cognitivos e realizando a interface entre a percepção, memória e ação. Esse elemento armazena e retém temporariamente a informação somente durante a execução da tarefa, e assim que a informação não é mais necessária, é descartada logo em seguida (Baddeley, 2002;Lobo et al, 2008;Uehara e Landeira-Fernandez, 2010;Baddeley, 2013;Medina et al, 2017). Baddeley (1983), descreveu que a memória de trabalho está na intersecção entre memória, atenção e percepção.…”

“…O uso das regras de conversão grafema-fonema permite a identificação exata das palavras que possuem correspondência grafia-som regular, entretanto, não identifica palavras irregulares. É durante este processo de leitura que se torna possível observar a atuação do componente de Flexibilidade Cognitiva, para que a leitura das palavras respeite o som de cada letra (Duarte et al, 2008;Medina et al, 2017).…”