Memória de trabalho, consciência fonológica e hipótese de escrita

Abstract

Background: working memory, phonological awareness and spelling hypothesis. Aim: to verify the relationship between working memory, phonological awareness and spelling hypothesis in pre-school children and first graders. Method: participants of this study were 90 students, belonging to state schools, who presented typical linguistic development. Forty students were preschoolers, with the average age of six and 50 students were first graders, with the average age of seven. Participants were submitted to an evaluation of the working memory abilities based on the Working Memory Model (Baddeley, 2000), involving phonological loop. Phonological loop was evaluated using the Auditory Sequential Test, subtest 5 of Illinois Test of Psycholinguistic Abilities (ITPA), Brazilian version (Bogossian & Santos, 1977), and the Meaningless Words Memory Test (Kessler, 1997). Phonological awareness abilities were investigated using the Phonological Awareness: Instrument of Sequential Assessment (CONFIAS -Moojen et al., 2003), involving syllabic and phonemic awareness tasks. Writing was characterized according to Ferreiro & Teberosky (1999). Results: preschoolers presented the ability of repeating sequences of 4.80 digits and 4.30 syllables. Regarding phonological awareness, the performance in the syllabic level was of 19.68 and in the phonemic level was of 8.58. Most of the preschoolers demonstrated to have a pre-syllabic writing hypothesis. First graders repeated, in average, sequences of 5.06 digits and 4.56 syllables. These children presented a phonological awareness of 31.12 in the syllabic level and of 16.18 in the phonemic level, and demonstrated to have an alphabetic writing hypothesis. Conclusion: the performance of working memory, phonological awareness and spelling level are inter-related, as well as being related to chronological age, development and scholarity.

Programa de remediação fonológica em escolares com dificuldades de aprendizagem

“…Participants in the G1 had a statistically significant difference between pre-testing and post-testing on (29) which noted that efficient decoding relieves the cognitive load, allowing more attention to be directed to comprehension. Literature (30) has indicated that reading comprehension is based on working memory. In this study, children with reading difficulties (G1) showed a statistically significant difference in the situation of pre-and post-testing among the scores for rapid automatized naming of figures and rapid automatized naming of digits, indicating an improvement in working memory after the program intervention, and improved skills in reading comprehension.…”

Consciência fonológica e a memória de trabalho de crianças com e sem dificuldades na alfabetização

“…Visuospatial and phonological processes are important for the acquisition of written language. Visual and phonological information, once perceived, are stored in the working memory and then transferred to long-term memory, enabling the learning of phoneme-grapheme association (1,10,11) . Through memory, one can perform storage and retrieval of linguistic information (oral or written).…”

Habilidades ortográficas e de narrativa escrita no ensino fundamental: características e correlações

“…As an example, the clinical investigations of text production tentative are more accustomed to investigate changes in phonological processing, which is the fundamental basis of learning the written alphabetic system (1)(2)(3)(4)(5) or orthographic learning (6)(7)(8)(9)(10)(11) . However, the use of writing is more comprehensive than that.…”