Phonological working memory and reading in students with dyslexia

Detalhes bibliográficos
Autor(a) principal: Carvalho, Carolina Alves Ferreira de [UNIFESP]
Data de Publicação: 2014
Outros Autores: Kida, Adriana de Souza Batista [UNIFESP], Capellini, Simone A., Avila, Clara Regina Brandao de [UNIFESP]
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.
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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
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