Phonological working memory and reading in students with dyslexia
Autor(a) principal: | |
---|---|
Data de Publicação: | 2014 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UNIFESP |
Texto Completo: | http://dx.doi.org/10.3389/fpsyg.2014.00746 http://repositorio.unifesp.br/handle/11600/37995 |
Resumo: | Purpose: To investigate parameters related to fluency, reading comprehension and phonological processing (operational and short-term memory) and identify potential correlation between the variables in Dyslexia and in the absence of reading difficulties.Method: One hundred and fifteen students from the third to eighth grade of elementary school were grouped into a Control Group (CG) and Group with Dyslexia (GDys). Reading of words, pseudowords and text (decoding); listening and reading comprehension; phonological short-term and working memory (repetition of pseudowords and Digit Span) were evaluated.Results: the comparison of the groups showed significant differences in decoding, phonological short-term memory (repetition of pseudowords) and answers to text-connecting questions (TC) on reading comprehension, with the worst performances identified for GDys. in this group there were negative correlations between pseudowords repetition and TC answers and total score, both on listening comprehension. No correlations were found between operational and short-term memory (Digit Span) and parameters of fluency and reading comprehension in dyslexia. for the sample without complaint, there were positive correlations between some parameters of reading fluency and repetition of pseudowords and also between answering literal questions in listening comprehension and repetition of digits on the direct and reverse order. There was no correlation with the parameters of reading comprehension.Conclusion: GDys and CG showed similar performance in listening comprehension and in understanding of explicit information and gap-filling inference on reading comprehension. Students of GDys showed worst performance in reading decoding, phonological short-term memory (pseudowords) and on inferences that depends on textual cohesion understanding in reading. There were negative correlations between pseudowords repetition and TC answers and total score, both in listening comprehension. |
id |
UFSP_4217ce9a3f210d519d114ae1b84e9916 |
---|---|
oai_identifier_str |
oai:repositorio.unifesp.br/:11600/37995 |
network_acronym_str |
UFSP |
network_name_str |
Repositório Institucional da UNIFESP |
repository_id_str |
3465 |
spelling |
Phonological working memory and reading in students with dyslexiaworking memorydyslexialanguagereadingcomprehensionPurpose: To investigate parameters related to fluency, reading comprehension and phonological processing (operational and short-term memory) and identify potential correlation between the variables in Dyslexia and in the absence of reading difficulties.Method: One hundred and fifteen students from the third to eighth grade of elementary school were grouped into a Control Group (CG) and Group with Dyslexia (GDys). Reading of words, pseudowords and text (decoding); listening and reading comprehension; phonological short-term and working memory (repetition of pseudowords and Digit Span) were evaluated.Results: the comparison of the groups showed significant differences in decoding, phonological short-term memory (repetition of pseudowords) and answers to text-connecting questions (TC) on reading comprehension, with the worst performances identified for GDys. in this group there were negative correlations between pseudowords repetition and TC answers and total score, both on listening comprehension. No correlations were found between operational and short-term memory (Digit Span) and parameters of fluency and reading comprehension in dyslexia. for the sample without complaint, there were positive correlations between some parameters of reading fluency and repetition of pseudowords and also between answering literal questions in listening comprehension and repetition of digits on the direct and reverse order. There was no correlation with the parameters of reading comprehension.Conclusion: GDys and CG showed similar performance in listening comprehension and in understanding of explicit information and gap-filling inference on reading comprehension. Students of GDys showed worst performance in reading decoding, phonological short-term memory (pseudowords) and on inferences that depends on textual cohesion understanding in reading. There were negative correlations between pseudowords repetition and TC answers and total score, both in listening comprehension.Universidade Federal de São Paulo, Speech Language & Hearing Dept, BR-04023062 São Paulo, BrazilState Univ São Paulo, Speech Language & Hearing Dept, Marilia, BrazilUniversidade Federal de São Paulo, Speech Language & Hearing Dept, BR-04023062 São Paulo, BrazilWeb of ScienceFrontiers Research FoundationUniversidade Federal de São Paulo (UNIFESP)Universidade de São Paulo (USP)Carvalho, Carolina Alves Ferreira de [UNIFESP]Kida, Adriana de Souza Batista [UNIFESP]Capellini, Simone A.Avila, Clara Regina Brandao de [UNIFESP]2016-01-24T14:37:36Z2016-01-24T14:37:36Z2014-07-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion8application/pdfhttp://dx.doi.org/10.3389/fpsyg.2014.00746Frontiers in Psychology. Lausanne: Frontiers Research Foundation, v. 5, 8 p., 2014.10.3389/fpsyg.2014.00746WOS000339118000001.pdf1664-1078http://repositorio.unifesp.br/handle/11600/37995WOS:000339118000001engFrontiers in Psychologyinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UNIFESPinstname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESP2024-08-08T14:10:32Zoai:repositorio.unifesp.br/:11600/37995Repositório InstitucionalPUBhttp://www.repositorio.unifesp.br/oai/requestbiblioteca.csp@unifesp.bropendoar:34652024-08-08T14:10:32Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP)false |
dc.title.none.fl_str_mv |
Phonological working memory and reading in students with dyslexia |
title |
Phonological working memory and reading in students with dyslexia |
spellingShingle |
Phonological working memory and reading in students with dyslexia Carvalho, Carolina Alves Ferreira de [UNIFESP] working memory dyslexia language reading comprehension |
title_short |
Phonological working memory and reading in students with dyslexia |
title_full |
Phonological working memory and reading in students with dyslexia |
title_fullStr |
Phonological working memory and reading in students with dyslexia |
title_full_unstemmed |
Phonological working memory and reading in students with dyslexia |
title_sort |
Phonological working memory and reading in students with dyslexia |
author |
Carvalho, Carolina Alves Ferreira de [UNIFESP] |
author_facet |
Carvalho, Carolina Alves Ferreira de [UNIFESP] Kida, Adriana de Souza Batista [UNIFESP] Capellini, Simone A. Avila, Clara Regina Brandao de [UNIFESP] |
author_role |
author |
author2 |
Kida, Adriana de Souza Batista [UNIFESP] Capellini, Simone A. Avila, Clara Regina Brandao de [UNIFESP] |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Universidade Federal de São Paulo (UNIFESP) Universidade de São Paulo (USP) |
dc.contributor.author.fl_str_mv |
Carvalho, Carolina Alves Ferreira de [UNIFESP] Kida, Adriana de Souza Batista [UNIFESP] Capellini, Simone A. Avila, Clara Regina Brandao de [UNIFESP] |
dc.subject.por.fl_str_mv |
working memory dyslexia language reading comprehension |
topic |
working memory dyslexia language reading comprehension |
description |
Purpose: To investigate parameters related to fluency, reading comprehension and phonological processing (operational and short-term memory) and identify potential correlation between the variables in Dyslexia and in the absence of reading difficulties.Method: One hundred and fifteen students from the third to eighth grade of elementary school were grouped into a Control Group (CG) and Group with Dyslexia (GDys). Reading of words, pseudowords and text (decoding); listening and reading comprehension; phonological short-term and working memory (repetition of pseudowords and Digit Span) were evaluated.Results: the comparison of the groups showed significant differences in decoding, phonological short-term memory (repetition of pseudowords) and answers to text-connecting questions (TC) on reading comprehension, with the worst performances identified for GDys. in this group there were negative correlations between pseudowords repetition and TC answers and total score, both on listening comprehension. No correlations were found between operational and short-term memory (Digit Span) and parameters of fluency and reading comprehension in dyslexia. for the sample without complaint, there were positive correlations between some parameters of reading fluency and repetition of pseudowords and also between answering literal questions in listening comprehension and repetition of digits on the direct and reverse order. There was no correlation with the parameters of reading comprehension.Conclusion: GDys and CG showed similar performance in listening comprehension and in understanding of explicit information and gap-filling inference on reading comprehension. Students of GDys showed worst performance in reading decoding, phonological short-term memory (pseudowords) and on inferences that depends on textual cohesion understanding in reading. There were negative correlations between pseudowords repetition and TC answers and total score, both in listening comprehension. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-07-18 2016-01-24T14:37:36Z 2016-01-24T14:37:36Z |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://dx.doi.org/10.3389/fpsyg.2014.00746 Frontiers in Psychology. Lausanne: Frontiers Research Foundation, v. 5, 8 p., 2014. 10.3389/fpsyg.2014.00746 WOS000339118000001.pdf 1664-1078 http://repositorio.unifesp.br/handle/11600/37995 WOS:000339118000001 |
url |
http://dx.doi.org/10.3389/fpsyg.2014.00746 http://repositorio.unifesp.br/handle/11600/37995 |
identifier_str_mv |
Frontiers in Psychology. Lausanne: Frontiers Research Foundation, v. 5, 8 p., 2014. 10.3389/fpsyg.2014.00746 WOS000339118000001.pdf 1664-1078 WOS:000339118000001 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Frontiers in Psychology |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
8 application/pdf |
dc.publisher.none.fl_str_mv |
Frontiers Research Foundation |
publisher.none.fl_str_mv |
Frontiers Research Foundation |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UNIFESP instname:Universidade Federal de São Paulo (UNIFESP) instacron:UNIFESP |
instname_str |
Universidade Federal de São Paulo (UNIFESP) |
instacron_str |
UNIFESP |
institution |
UNIFESP |
reponame_str |
Repositório Institucional da UNIFESP |
collection |
Repositório Institucional da UNIFESP |
repository.name.fl_str_mv |
Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP) |
repository.mail.fl_str_mv |
biblioteca.csp@unifesp.br |
_version_ |
1814268395166629888 |