Relações entre processamento fonológico e linguagem escrita nos sujeitos com distúrbio específico de linguagem

Nicolielo, Ana Paola; Hage, Simone Rocha de Vasconcellos

doi:10.1590/s1516-18462011005000086

Cited by 10 publications

(27 citation statements)

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“…The data surveyed shows that the SG had significantly lower performance in alliteration and rhyme activities when compared to CG, and these results corroborate the findings of other studies (7,26) . This shows that children with SLI who attend the 2 nd or 3 rd grade of elementary school I still have significant difficulty in dealing with syllabic phonological awareness tasks, which are considered relatively simple (1,4) .…”

Section: Discussionsupporting

confidence: 89%

“…Explicit activities involving rhymes are only initiated subsequently to alliteration (6) . Thus, some studies show that alliteration activities are carried out more easily than rhyme activities (7,8) . While children are exposed to different linguistic situations -whether in the family and/or school environments -they increase their skills over different aspects of words, such as semantic aspects.…”

Section: Introductionmentioning

confidence: 99%

“…They present, among other clinical manifestations, difficulty in acquiring new words, delay in working memory and in short-term phonological memory, common and idiosyncratic phonological processes, simplified and little varied grammatical structure and unusual ordering of words (3,(13)(14)(15) . The intrinsic relationship between oral and written language leads us to understand that the multiple changes in the spoken language of children with SLI, including the phonological representation, make them more likely to show changes in phonological processing and in reading and writing skills (7,16,17) . Thus, the present study aimed to investigate and compare the performance of school-aged children with specific language impairment (SLI) to the performance of peers typically developing language in alliteration and rhyme identification activities and verify the influence of semantic and phonological distractors in both tasks.…”

Section: Introductionmentioning

confidence: 99%

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Habilidades de aliteração e rima em crianças com distúrbio específico de linguagem

Pedott

Cáceres-Assenço

Befi-Lopes

2017

CoDAS

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Purpose: this study investigated and compared the performance of school-aged children with specific language impairment (SLI) and their peers typically developing language in alliteration and rhyme tests. The study also aimed to evaluate the influence of semantic and phonological distractors on both tests. Methods: twelve school-aged children with SLI (study group -SG) and 48 peers typically developing language (control group -CG) aged 7 to 9 years. All of them were on 2 nd or 3 rd grade and presented hearing thresholds within normal limits and appropriate nonverbal intellectual performance. The experimental assessment consisted in alliteration and rhyme tests with semantic and/or phonological distractors. Results: intragroup analysis showed that both groups presented lower performance in rhyme than alliteration activities (CG p<.001; SG p=.011). Intergroup analyses revealed that the SG had a poorer performance in both tasks in comparison to the CG (alliteration p=.001; rhyme p=.009). The error analysis pointed out that in alliteration, the SG opted more frequently for semantic (p=.004) and other distractors (p<.001) than the CG, whereas in rhyme tests, they opted more frequently for phonological (p=.048) and other distractors (p=.031). Conclusion: the SG presented difficulty in alliteration and rhyme tasks, indicating poorer performance than their peers without language impairment. School-aged children with SLI attested that they analyze phonological awareness stimuli in a more general way, leading them to overlook relevant segmental aspects. These data reinforce the need for early intervention of these abilities in this population. RESUMOObjetivo: investigar e comparar o desempenho de escolares com distúrbio específico de linguagem (DEL) e em desenvolvimento típico de linguagem em atividades de identificação de aliteração e rima e verificar, em ambas as tarefas, a influência dos distratores semânticos e fonológicos. Método: participaram do estudo 12 escolares previamente diagnosticados com DEL (GP) e 48 escolares em desenvolvimento típico (GC) com idade entre 7 anos e 9 anos e 11 meses. Todos cursavam o 2º ou 3º ano do ensino fundamental I e apresentavam audição e inteligência não verbal preservadas. Como medidas experimentais, foram utilizados testes padronizados de identificação de aliteração e rima, com presença de distratores semânticos e/ou fonológicos. Resultados: a análise intragrupo demonstrou que ambos os grupos apresentaram desempenho inferior em rima do que em aliteração (GC p<0,001; GP p=0,011). A análise intergrupos indicou que o desempenho do GP foi inferior ao do GC em ambas as tarefas (aliteração p=0,001; rima p=0,009). A análise dos erros indicou que na aliteração, em comparação ao GC, os escolares do GP utilizaram mais distratores semânticos (p=0,004) e outros (p<0,001), enquanto na rima utilizaram mais distratores fonológicos (p=0,048) e outros (p=0,031). Conclusão: o GP apresentou dificuldade em tarefas de aliteração e rima, demonstrando estar aquém dos seus pares sem alteração de l...

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Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Habilidades de aliteração e rima em crianças com distúrbio específico de linguagem

Pedott

Cáceres-Assenço

Befi-Lopes

2017

CoDAS

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“…Only one of 22 children with SLI had satisfactory performance in all TALE tests, indicating that children with SLI often have academic difficulties. The ccurrence of these difficulties in this population has been described in the literature (Conti-Ramsden, Botting, Simkin, & Knox, 2001;Nicolielo, Fernandes, Garcia, & Hage, 2008;Dockrell, Lindsay, & Connelly, 2009;Nicolielo & Hage, 2011).…”

Section: Discussionmentioning

confidence: 78%

Deficit in Phonological Working Memory: A Psycholinguistic Marker in Portuguese Speaking Children with Specific Language Impairment?

Hage¹,

Nicolielo²,

Guerreiro³

2014

PSYCH

Self Cite

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Among the disorders of language, the disorder known as Specific Language Impairment (SLI) has aroused the interest of many researchers due to the peculiarity of this disorder, which refers to the great difficulty in developing language skills in the absence of hearing impairment, motor deficit, mental retardation, brain damage, broad development disorders, acquired brain injuries and restricted social interaction. Some researchers have demonstrated that subjects with SLI have deficits in short-term memory skills and the phonological component of working memory leading to semantic and syntactic difficulties. The aim of the study was to compare the performance of children with SLI and normal children using the phonological working memory (PWM) test and verify if there is an association between performance on this test and a test that assesses reading and writing in children with SLI. We selected 44 school children, whose ages ranged between seven and 10 years old, 22 of whom had SLI-Study Group (SG)-and 22 with typical language development (TLD). All subjects were subjected to the Phonological Working Memory Test and Measures Analysis of Reading and Writing. For statistical analysis, we used the Chi-square test. Data analysis showed that children in the SG performed worse than the CG in all the tests that evaluated the PWM indicating that Portuguese speaking children with SLI have a significant gap in their PWM and that this gap can explain the difficulties with oral language. Data analysis showed an association between the nonword repetition test and reading text, dictation and spontaneous writing, suggesting that the difficulties encountered in the field of written language in children with SLI may be connected, even in part, to difficulties in the PWM. S. R. de Vasconcellos Hage et al.

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“…The relationship between these variables is well documented in the literature in children with older age, at literacy phase or after this period 28,29 . Therefore, the results point to the importance of the development of phonological awareness skills in young children so they can develop reading and writing, prompting greater sensitivity to these skills, which arise in early childhood education still in a less refined form.…”

Section: Resultsmentioning

confidence: 89%

Contribuições da consciência fonológica e nomeação seriada rápida para a aprendizagem inicial da escrita

et al. 2016

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Purpose: to investigate the contribution of phonological awareness and rapid serial naming for the initial learning of writing. Methods: the study involved 100 children of both sexe, aged from two to six years and eleven months, enrolled in early childhood education from a nursery and a school hall in the in the city of Recife. Was used as assessment tools Test of Phonological Awareness, a task of Rapid Serial Naming and script writing evaluation. Data were transcribed and analyzed according to descriptive and inferential statistic. Results: it was observed that increasing age is directly related to the development of phonological awareness levels and reduction of errors and the time for performance of the tasks of rapid serial naming. Among the phonological awareness, syllable awareness scores obtained better rates, can be observed in great difficulty participating in the tasks of phonemic awareness. It was possible to identify significant correlations between phonological awareness, rapid serial naming and writing. Conclusion: the rapid serial naming contribute to early learning of reading and writing, with the encouragement of these important skills before literacy cycle, favoring this process and signaling potential learning problems early. The poor performance on tasks can be suggestive of the influence of socioeducational factors, one should consider the context of the child's life and the lived educational experiences in the family and school. Keywords: Learning; Child Rearing; Risk Factors; Reading; Learning Disorders RESUMO Objetivo: investigar a contribuição da consciência fonológica e nomeação seriada rápida para a aprendizagem inicial da escrita. Métodos: participaram do estudo 100 crianças, na faixa etária de três a seis anos e onze meses, matriculadas na educação infantil de uma creche e uma escola municipal da cidade do Recife. Utilizou-se como instrumentos de avaliação o Teste de Consciência Fonológica, a tarefa de Nomeação Seriada Rápida e um roteiro de avaliação da escrita. Os dados foram transcritos e analisados conforme a estatística descritiva e inferencial. Resultados: observou-se que o aumento da faixa etária está diretamente relacionado ao desenvolvimento dos níveis de consciência fonológica, assim como com a diminuição dos erros e do tempo para execução das tarefas de NSR. Verificou-se que as crianças com mais de quatro anos, tiveram um desempenho em consciência fonológica aquém do esperado para sua idade. Dentre as habilidades de consciência fonológica, a consciência silábica obteve melhores índices de pontuações, podendo-se observar grande dificuldade dos participantes nas tarefas de consciência fonêmica. Com relação a escrita, a maioria das crianças estavam na fase pré-silábica. Foi possível verificar correlações significantes entre as habilidades de consciência fonológica com a nomeação seriada rápida e escrita. Conclusão: a consciência fonológica e nomeação seriada rápida contribuem para a aprendizagem inicial da escrita, sendo importante o estímulo destas habilidades antes ...

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Relações entre processamento fonológico e linguagem escrita nos sujeitos com distúrbio específico de linguagem

Cited by 10 publications

References 20 publications

Habilidades de aliteração e rima em crianças com distúrbio específico de linguagem

Habilidades de aliteração e rima em crianças com distúrbio específico de linguagem

Deficit in Phonological Working Memory: A Psycholinguistic Marker in Portuguese Speaking Children with Specific Language Impairment?

Contribuições da consciência fonológica e nomeação seriada rápida para a aprendizagem inicial da escrita

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