A memória de trabalho como componente da alfabetização: uma revisão sistemática

• Autor(a) principal: Martins, Paula Palhas Amorim
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/26544
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL; Memória de trabalho; Alfabetização; Leitura e escrita; Working memory; Literacy; Reading and writing

Working memory (WM) is the capacity to temporarily hold and manipulate information The role of temporary information storage directly implies the performance of complex cognitive tasks. WM can influence a child's daily life because it is associated with academic skills such as reading and math. Given this, we intend to answer the following question of how WM acts as a component of literacy. This dissertation aims to conduct a systematic review of the literature to elucidate what recent research says about the influence of WM on literacy. This proposal has its justification from the notion that studies on cognitive skills, based on scientific evidence, point to paths for teaching literacy. Furthermore, the systematization of knowledge produced in the area can serve future research. The research of the articles took place in the databases of Capes, ERIC, PsycNet, and ScienceDirect. Through a combined search of descriptors. We found a total of 349 studies, of which 17 make up this research. The articles' analysis gave rise to four thematic categories: category 1 – working memory as a predictor of literacy (n=9); category 2 – working memory associated with other cognitive skills (n=3); category 3 – working memory and intervention studies: effects on literacy (n=2); category 4 – working memory as a component of reading comprehension and writing performance: students with or without difficulties (n=3). The results found from the analysis of the articles indicate that WM has a predictive role in reading and writing. Finally, we discuss the contributions and limitations of this research