Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia

Authors

  • Cláudia da Silva Professor of the Department of Speech and Hearing Therapy – FEF - Federal Fluminense University – UFF – Nova Friburgo (RJ)
  • Simone Aparecida Capellini Professor of the Department of Speech and Hearing Therapy and Post-Graduation Program in Education at the School of Philosophy and Sciences, São Paulo State University – FFC/UNESP – Marília (SP).

DOI:

https://doi.org/10.7322/jhgd.118823

Keywords:

Learning, Intervention Study, Dyslexia, Child Development, Literacy.

Abstract

Introduction: Studies on students at risk for dyslexia have increased  as well as the interest in verifying whether tasks involving a phonological basis can favor the performance of these students in the initial literacy process.

Objective:Evaluate the performance of students with and without risk of dyslexia in metalinguistic tasks.

Methods: Participants of this study were 40 students, aged between 5-6 years, enrolled in the 1st year of elementary school, divided into two groups, GI: composed of 20 students without risk of dyslexia and GII: composed of 20 students at risk of dyslexia, both groups were submitted to the Evaluation Cognitive Linguistic Skills Protocol - collective and individual version (adapted), and phonological intervention composed of tasks of relation letter/sound alphabet in sequence and in random order, rhyme, identification and manipulation of words, identification and production of syllables, syllabic segmentation and analysis, identification and phonemic segmentation, substitution, synthesis, analysis and phonemic discrimination. Results: Indicated that the students from GI and GII showed statistically superior performance in the post testing compared to the performance obtained in the pre testing.

Conclusion: The students at risk of dyslexia showed an increase in the mean of performance after the intervention, however, when compared with the performance of the students without risk for dyslexia, they presented inferior performance, indicating that, even after have underwent  to the intervention, they did not reach the mean of performance of students without risk for dyslexia in metalinguistic tests.

Downloads

Download data is not yet available.

Author Biographies

  • Cláudia da Silva, Professor of the Department of Speech and Hearing Therapy – FEF - Federal Fluminense University – UFF – Nova Friburgo (RJ)
    Docente do Departamento de Formação Específica em Fonoaudiologia da Universidade Federal Fluminense – UFF – Nova Friburgo (RJ), Brasil. Doutora em educação pela Faculdade de Filosofia e Ciências, Universidade Estadual Paulista “Júlio de Mesquita Filho” – UNESP – Marília (SP), Brasil.
  • Simone Aparecida Capellini, Professor of the Department of Speech and Hearing Therapy and Post-Graduation Program in Education at the School of Philosophy and Sciences, São Paulo State University – FFC/UNESP – Marília (SP).

    Docente de graduação e pós graduação do Departamento de Fonoaudiologia e Programa de Pós-Graduação em Educação, Faculdade de Filosofia e Ciências, Universidade Estadual Paulista “Júlio de Mesquita Filho” – UNESP – Marília (SP), Brasil. 

References

Boets B, Wounters J, van Wieringen A, Ghesquiére P. Auditory processing, speech perception and phonological ability in pre-school children at high-risk for dyslexia: a longitudinal study of the auditory temporal processing theory. Neuropsychologia. 2007;45(8):1608-20. DOI: http://dx.doi.org/10.1016/j.neuropsychologia.2007.01.009

Raschle MN, Zuk J, Gaab N. Functional characteristics of developmental dyslexia in left-hemispheric posterior brain regions predate reading onset. Proc Natl Acad Sci U S A. 2012;109(6):2156-61. DOI: https://dx.doi.org/10.1073/pnas.1107721109

Machado AC, Capellini SA. Caracterização do desempenho de crianças com dislexia do desenvolvimento em tarefas de escrita. Rev Bras Cresc Desenv Hum. 2011;21(1):133-9. DOI: http://dx.doi.org/10.7322/jhgd.20002

Fletcher JM, Vaughn S. Response to intervention: Preventing and remediating academic difficulties. Child Dev Perspectiv. 2009;3(1):30-7. DOI: https://dx.doi.org/10.1111/j.1750-8606.2008.00072.x

Savill NJ, Thierry G. Reading for sound with dyslexia: Evidence for early orthographic and late phonological integration deficits. Brain Res. 2011;1385:192-205. DOI: https://dx.doi.org/10.1016/j.brainres.2011.02.012

Fukuda MTM, Capellini, SA. Programa de intervenção fonológica associado à correspondência grafema-fonema em escolares de risco para a dislexia. Psicol Reflex Crít. 2012;25(4):783-90. DOI: http://dx.doi.org/10.1590/S0102-79722012000400018

Wang LC, Yang HM, Tasi HJ, Chan SY. Learner-generated drawing for phonological and orthographic dyslexic readers. Res Dev Disabil. 2013;34(1):228-33. DOI: http://dx.doi.org/10.1016/j.ridd.2012.08.006

Macoir J, Fossard M, Saint-Pierre MC, Auclair-Ouellet N. Phonological or procedural dyslexia: Specific deficit of complex grapheme-to-phoneme conversion. J Neurolinguist. 2012;25(3):163-77. DOI: http://dx.doi.org/10.1016/j.jneuroling.2011.11.002

Lonigan CJ, Purpura DJ, Wilson SB, Walker PM, Clancy-Menchetti. Evaluating the components of an emergent literacy intervention for preschool children at risk for reading difficulties. J Exp Child Psychol. 2013;114(1):111-30. DOI: http://dx.doi.org/10.1016/j.jecp.2012.08.010

Toll AWM, van Luit JEW. Accelerating the early numeracy development of kindergartners with limited working memory skills through remedial education. Res Dev Disabil. 2013;34(2):745-55. DOI: http://dx.doi.org/10.1016/j.ridd.2012.09.003

Monteiro SM, Soares M. Processos cognitivos na leitura inicial: relação entre estratégias de reconhecimento de palavras e alfabetização. Educ Pesqui. 2014;40(2):449-66. DOI:http://dx.doi.org/10.1590/S1517-97022014005000006

Cunningham A, Carroll J. Age and schooling effects on early and phoneme awareness. J Exp Child Psychol. 2011;109:248-55. DOI: http://dx.doi.org/10.1016/j.jecp.2010.12.005

Ortiz R, Estévez A, Umnetón M, Domínguez C. Visual and auditory perception in preschool children at risk for dyslexia. Res Dev Disabil. 2014;35(11):2673-80. DOI: http://dx.doi.org/10.1016/j.ridd.2014.07.007

Andrade CRF, Befi-Lopes DM, Fernandes FDM, Wertzner HF. ABFW: teste de linguagem infantil nas áreas de fonologia, vocabulário, fluência e pragmática. Carapicuiba: Pró- Fono; 2004.

Capellini SA, Smythe I, Silva C. Protocolo de avaliação de habilidades cognitivo-linguísticas. Livro do profissional e do professor. Marília: Fundepe; 2012.

Denckla MB, Rudel R. Rapid “automatized” naming of pictured objects, colors, letters and numbers by normal children. Cortex. 1974;10(2):186-202. DOI: http://dx.doi.org/10.1016/S0010-9452(74)80009-2

Silva C, Capellini SA. Eficácia de um programa de intervenção fonológica com escolares de risco para a dislexia. Rev Cefac. 2015; 17(6):1827-37. DOI: http://dx.doi.org/10.1590/1982-021620151760215

Sarver DE, Rapport MD, Kofler MJ, Scanlan SW, Raiker JS, Altro TA, et al. Attention problems, phonological short-term memory, and visuospatial short-term memory: Differential effects on near-and long-term scholastic achievement. Learn Individ Differ. 2012;22(1):8-19. DOI: http://dx.doi.org/10.1016/j.lindif.2011.09.010

Ferrante C, Borsel JV, Pereira MMB. Análise dos processos fonológicos em crianças com desenvolvimento fonológico normal. Rev Soc Bras Fonoaudiol. 2009;14(1):36-40. DOI: http://dx.doi.org/10.1590/S1516-80342009000100008

Swanson HL, Kehler P, Jerman O. Working memory, strategy knowledge, and strategy instruction in children with reading disabilities. J Learn Disabil. 2010;41(1):24-47. DOI: http://dx.doi.org/10.1177/0022219409338743

Brito CLR, Uzêda CPQ, Vieira JG, Cavalheiro LG. Habilidades de letramento após intervenção fonoaudiológica em crianças do 1° ano do ensino fundamental. Rev Soc Bras Fonoaudiol. 2010;15(1):88-95. DOI: http://dx.doi.org/10.1590/S1516-80342010000100015

Furnes B, Samuelsson S. Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross-linguistic longitudinal study. Learn Individ Differ. 2011;21(1):85-95. DOI: http://dx.doi.org/10.1016/j.lindif.2010.10.005

Buján A, Lindín M, Díaz F. The effect of aging on movement related cortical potentials during a face naming task. Int J Psychophysiol. 2010;78(2):169-78. DOI: http://dx.doi.org/10.1016/j.ijpsycho.2010.07.006

Piai V, Roelofs A, Schriefers H. Semantic interference in immediate and delayed naming and reading: Attention and task decisions. J Mem Lang. 2011;64(4):404-23. DOI: http://dx.doi.org/10.1016/j.jml.2011.01.004

Jones MW, Branigan HP, Hatzidaki A, Obregón M. Is the naming deficit in dyslexia a misnomer? Cognition. 2010;116(1):56-70. DOI: http://dx.doi.org/10.1016/j.cognition.2010.03.015

Tenório SMPCP, Ávila CRB. Processamento fonológico e desempenho escolar nas séries iniciais do ensino fundamental. Rev CEFAC. 2012;14(1):30-8. DOI: http://dx.doi.org/10.1590/S1516-18462011005000099

Downloads

Published

2017-09-06

Issue

Vol. 27 No. 2 (2017)

Section

Artigos Originais

License

CODE OF CONDUCT FOR JOURNAL  PUBLISHERS

 

Publishers who are Committee on Publication Ethics members and who support COPE membership for journal editors should:

 

Publishers should:

 

  • Define the relationship between publisher, editor and other parties in a contract
  • Respect privacy (for example, for research participants, for authors, for peer reviewers)
  • Protect intellectual property and copyright
  • Foster editorial independence

 

Publishers should work with journal editors to:

 

  • Set journal policies appropriately and aim to meet those policies, particularly with respect to:

–         Editorial  independence

–         Research ethics, including confidentiality, consent, and the special requirements for human and animal research

–         Authorship

–         Transparency and integrity (for example, conflicts of interest, research funding, reporting standards

–         Peer review and the role of the editorial team beyond that of the journal editor

–         Appeals and complaints

  • Communicate journal policies (for example, to authors, readers, peer reviewers)
  • Review journal policies periodically, particularly with respect to new recommendations from the COPE
  • Code of Conduct for Editors and the COPE Best Practice Guidelines
  • Maintain the integrity of the academic record
  • Assist the parties (for example, institutions, grant funders, governing bodies) responsible for the investigation of suspected research and publication misconduct and, where possible, facilitate in the resolution of these cases
  • Publish corrections, clarifications, and retractions
  • Publish content on a timely basis