Abstract:Evaluation of the phonological working memory (PWM) through repetition of nonwords can provide important information on the linguistic abilities of children, thus differentiating those with and without communication disorders. Objective: The aim of this study was to obtain reference values in the Nonword Repetition Test (NWRT) in order to investigate the performance of children without language disorders concerning this type of memory. Material and Methods: The study was conducted on 480 normal children of bot… Show more
“…The phonological working memory was assessed by the Nonword Repetition Test 11 , which evaluates the number of items the individual is able to retain and retrieve in memory, immediately after the oral presentation of a list of nonwords. An appropriate response is considered if the repetition is identical to that presented by the examiner, who is allowed to repeat every word only once.…”
Reading requires the activation of several cognitive processes, some of which are basic, e.g. recognizing letters and words, whereas others are complex, such as working memory and ability to think about one's own learning strategies. One condition for fulfilling a complex cognitive task, such as understanding a text, is the ability to maintain and process information, which depends on working memory.ObjectiveTo analyze the ability of using metacognitive strategies for reading, the phonological working memory of school children with learning disabilities, and also determine if there is relation between these skills and reading comprehension.MethodThe sample consisted of 30 school-age children and teenagers of both genders, aged 8 to 12 years, who were enrolled in primary school. They were divided in two groups, experimental (EG) and control (CG). All children were subjected to evaluation of reading comprehension, phonological working memory, and use of metacognitive skills for reading. The results were compared between groups through the Mann-Whitney test, and correlation between variables was analyzed through Spearman correlation test.ResultStatistical comparison between EG and CG showed statistically significant difference. Positive and effective correlation was observed between reading comprehension, phonological working memory and metacognitive tests.Conclusionchildren with learning disabilities presented deficits in phonological working memory and use of metacognitive strategies. The positive and effective correlation between the abilities analyzed suggests that failure in the phonological working memory and use of metacognitive strategies interfere with reading comprehension.
“…The phonological working memory was assessed by the Nonword Repetition Test 11 , which evaluates the number of items the individual is able to retain and retrieve in memory, immediately after the oral presentation of a list of nonwords. An appropriate response is considered if the repetition is identical to that presented by the examiner, who is allowed to repeat every word only once.…”
Reading requires the activation of several cognitive processes, some of which are basic, e.g. recognizing letters and words, whereas others are complex, such as working memory and ability to think about one's own learning strategies. One condition for fulfilling a complex cognitive task, such as understanding a text, is the ability to maintain and process information, which depends on working memory.ObjectiveTo analyze the ability of using metacognitive strategies for reading, the phonological working memory of school children with learning disabilities, and also determine if there is relation between these skills and reading comprehension.MethodThe sample consisted of 30 school-age children and teenagers of both genders, aged 8 to 12 years, who were enrolled in primary school. They were divided in two groups, experimental (EG) and control (CG). All children were subjected to evaluation of reading comprehension, phonological working memory, and use of metacognitive skills for reading. The results were compared between groups through the Mann-Whitney test, and correlation between variables was analyzed through Spearman correlation test.ResultStatistical comparison between EG and CG showed statistically significant difference. Positive and effective correlation was observed between reading comprehension, phonological working memory and metacognitive tests.Conclusionchildren with learning disabilities presented deficits in phonological working memory and use of metacognitive strategies. The positive and effective correlation between the abilities analyzed suggests that failure in the phonological working memory and use of metacognitive strategies interfere with reading comprehension.
“…In contrast, in easy tasks the rest of working memory capacity would be sufficient to satisfy the demands of the task 26 . This statement may explain why AD children showed their worst performance in this task, since the literature reports that, among the tasks of nonword repetition and direct and backward digit repetition, the latter is the more complex 19 .…”
Section: Discussionmentioning
confidence: 89%
“…The backward digit subitem is also considered to be more complex since a sbject must store information and perform a complex activity for sequence inversion instead of simply repeating a sequence in the order presented 19 . For this reason, a significant reduction of points is expected for backward order compared to direct order 25 .…”
Purpose: to compare aspects of memory, learning and oral comprehension between children with Attention Deficit Hyperactivity Disorder (ADHD) and children with Anxiety Disorder (AD). Methods: thirty-two children (7-10 years) were divided into: G1 - children diagnosed with ADHD, and G2 - children diagnosed with AD. The children were not under drug treatment. The tests applied assessed working memory (phonological loop and visuospatial sketch), learning, episodic memory and oral comprehension. Results: both groups showed changes in working memory for visuospatial sketch and phonological loop (worse performance in pseudowords in the ADHD group and digit-reversed order for children with AD), and in oral comprehension. Group comparison showed a statistically significant difference regarding the most complex level of the oral comprehension test and the repetition of nonwords with three syllables. Both groups showed a suitable performance in learning ability, however, the group of children with ADHD suffered from backward interference, with no memory consolidation, showing low episodic memory performance. Conclusion: children with ADHD and anxiety disorder showed various altered cognitive skills, although group comparison revealed that children with ADHD exhibited worse cognitive performance.
“…The pilot study had three phases: Pre-intervention assessment-when the children were submited to Brazilian standardize tests [23][24][25][26][27] to assess information about receptive and expressive language in general, auditory working memory, phonology, expressive vocabulary, and auditory discrimination-; intervention application-where are performed 24 sessions of the proposed intervention program-; and, at last, post-intervention assessment-with the same protocol of the pre-intervention assessment. The comparative results, in percentage, of pre and post-intervention assessment are presented in Figure 1.…”
The acquisition and development of language are primary in a child's life, especially because language is one of the main means of social interaction. Therefore, it is of great importance that good language development has been assured to children and, when necessary, good intervention at their diiculties. Currently, in the ield of children's language in Brazil, diferent therapeutic approaches are arguable, but the necessity of development of structured therapeutic programs is veriied, elaborated with technical and scientiic quality so that they may stimulate the diferent abilities of language, aiming at considering the speciicities of each child in order to minimize the diiculties. Such intervention programs would guide speech-language pathologists to plan their therapies and provide more efects in the intervention process. The aim of this study is to elaborate a stimulation program for verbal language for children with language delay. For this reason, the stimulation program was judged by peers (experts) after it was designed. The experts veriied if the strategies were coherent about (a) the stimulation target and (b) the complexity level. In conclusion, the program reached the goal, since it could give direction and enhance to speech-language pathologists in cases of diiculties in verbal language.
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