Contrasting group analysis of Brazilian students with dyslexia and good readers using the computerized reading and writing assessment battery BALE

Detalhes bibliográficos
Autor(a) principal: Piza, Carolina Mattar Julien de Toledo [UNIFESP]
Data de Publicação: 2014
Outros Autores: Macedo, Elizeu C. de, Miranda, Monica Carolina [UNIFESP], Bueno, Orlando Francisco Amodeo [UNIFESP]
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Institucional da UNIFESP
Texto Completo: http://dx.doi.org/10.3389/fpsyg.2014.00837
http://repositorio.unifesp.br/handle/11600/38004
Resumo: The analysis of cognitive processes underpinning reading and writing skills may help to distinguish different reading ability profiles. the present study used a Brazilian reading and writing battery to compare performance of students with dyslexia with two individually matched control groups: one contrasting on reading competence but not age and the other group contrasting on age but not reading competence. Participants were 28 individuals with dyslexia (19 boys) with a mean age of 9.82 (SD +/- 1.44) drawn from public and private schools. These were matched to: (1) an age control group (AC) of 26 good readers with a mean age of 9.77 (SD +/- 1.44) matched by age, sex, years of schooling, and type of school; (2) reading control group (RC) of 28 younger controls with a mean age of 782 (SD +/- 1.06) matched by sex, type of school, and reading level. All groups were tested on four tasks from the Brazilian Reading and Writing Assessment battery (BALE): Written Sentence Comprehension Test (VVSCT); Spoken Sentence Comprehension Test (OSCT); PicturePrint Writing Test (PPVVT 1.1-Writing); and the Reading Competence Test (RCT). These tasks evaluate reading and listening comprehension for sentences, spelling, and reading isolated words and pseudowords (non-words). the dyslexia group scored lower and took longer to complete tasks than the AC group. Compared with the RC group, there were no differences in total scores on reading or oral comprehension tasks. However, dyslexics presented slower reading speeds, longer completion times, and lower scores on spelling tasks, even compared with younger controls. Analysis of types of errors on word and pseudoword reading items showed students with dyslexia scoring lower for pseudoword reading than the other two groups. These findings suggest that the dyslexics overall scores were similar to those of younger readers. However, specific phonological and visual decoding deficits showed that the two groups differ in terms of underpinning reading strategies.
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spelling Contrasting group analysis of Brazilian students with dyslexia and good readers using the computerized reading and writing assessment battery BALEdyslexiareading skillsphonological processingvisual codingassessmentThe analysis of cognitive processes underpinning reading and writing skills may help to distinguish different reading ability profiles. the present study used a Brazilian reading and writing battery to compare performance of students with dyslexia with two individually matched control groups: one contrasting on reading competence but not age and the other group contrasting on age but not reading competence. Participants were 28 individuals with dyslexia (19 boys) with a mean age of 9.82 (SD +/- 1.44) drawn from public and private schools. These were matched to: (1) an age control group (AC) of 26 good readers with a mean age of 9.77 (SD +/- 1.44) matched by age, sex, years of schooling, and type of school; (2) reading control group (RC) of 28 younger controls with a mean age of 782 (SD +/- 1.06) matched by sex, type of school, and reading level. All groups were tested on four tasks from the Brazilian Reading and Writing Assessment battery (BALE): Written Sentence Comprehension Test (VVSCT); Spoken Sentence Comprehension Test (OSCT); PicturePrint Writing Test (PPVVT 1.1-Writing); and the Reading Competence Test (RCT). These tasks evaluate reading and listening comprehension for sentences, spelling, and reading isolated words and pseudowords (non-words). the dyslexia group scored lower and took longer to complete tasks than the AC group. Compared with the RC group, there were no differences in total scores on reading or oral comprehension tasks. However, dyslexics presented slower reading speeds, longer completion times, and lower scores on spelling tasks, even compared with younger controls. Analysis of types of errors on word and pseudoword reading items showed students with dyslexia scoring lower for pseudoword reading than the other two groups. These findings suggest that the dyslexics overall scores were similar to those of younger readers. However, specific phonological and visual decoding deficits showed that the two groups differ in terms of underpinning reading strategies.Universidade Federal de São Paulo, Dept Psychobiol, BR-04039006 São Paulo, BrazilUniv Presbiteriana Mackenzie, Dept Psychol, São Paulo, BrazilUniversidade Federal de São Paulo, Dept Psychobiol, BR-04039006 São Paulo, BrazilWeb of ScienceFrontiers Research FoundationUniversidade Federal de São Paulo (UNIFESP)Univ Presbiteriana MackenziePiza, Carolina Mattar Julien de Toledo [UNIFESP]Macedo, Elizeu C. deMiranda, Monica Carolina [UNIFESP]Bueno, Orlando Francisco Amodeo [UNIFESP]2016-01-24T14:37:37Z2016-01-24T14:37:37Z2014-07-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion7application/pdfhttp://dx.doi.org/10.3389/fpsyg.2014.00837Frontiers in Psychology. Lausanne: Frontiers Research Foundation, v. 5, 7 p., 2014.10.3389/fpsyg.2014.00837WOS000339816900001.pdf1664-1078http://repositorio.unifesp.br/handle/11600/38004WOS:000339816900001engFrontiers in Psychologyinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UNIFESPinstname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESP2024-08-08T14:33:31Zoai:repositorio.unifesp.br/:11600/38004Repositório InstitucionalPUBhttp://www.repositorio.unifesp.br/oai/requestbiblioteca.csp@unifesp.bropendoar:34652024-08-08T14:33:31Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP)false
dc.title.none.fl_str_mv Contrasting group analysis of Brazilian students with dyslexia and good readers using the computerized reading and writing assessment battery BALE
title Contrasting group analysis of Brazilian students with dyslexia and good readers using the computerized reading and writing assessment battery BALE
spellingShingle Contrasting group analysis of Brazilian students with dyslexia and good readers using the computerized reading and writing assessment battery BALE
Piza, Carolina Mattar Julien de Toledo [UNIFESP]
dyslexia
reading skills
phonological processing
visual coding
assessment
title_short Contrasting group analysis of Brazilian students with dyslexia and good readers using the computerized reading and writing assessment battery BALE
title_full Contrasting group analysis of Brazilian students with dyslexia and good readers using the computerized reading and writing assessment battery BALE
title_fullStr Contrasting group analysis of Brazilian students with dyslexia and good readers using the computerized reading and writing assessment battery BALE
title_full_unstemmed Contrasting group analysis of Brazilian students with dyslexia and good readers using the computerized reading and writing assessment battery BALE
title_sort Contrasting group analysis of Brazilian students with dyslexia and good readers using the computerized reading and writing assessment battery BALE
author Piza, Carolina Mattar Julien de Toledo [UNIFESP]
author_facet Piza, Carolina Mattar Julien de Toledo [UNIFESP]
Macedo, Elizeu C. de
Miranda, Monica Carolina [UNIFESP]
Bueno, Orlando Francisco Amodeo [UNIFESP]
author_role author
author2 Macedo, Elizeu C. de
Miranda, Monica Carolina [UNIFESP]
Bueno, Orlando Francisco Amodeo [UNIFESP]
author2_role author
author
author
dc.contributor.none.fl_str_mv Universidade Federal de São Paulo (UNIFESP)
Univ Presbiteriana Mackenzie
dc.contributor.author.fl_str_mv Piza, Carolina Mattar Julien de Toledo [UNIFESP]
Macedo, Elizeu C. de
Miranda, Monica Carolina [UNIFESP]
Bueno, Orlando Francisco Amodeo [UNIFESP]
dc.subject.por.fl_str_mv dyslexia
reading skills
phonological processing
visual coding
assessment
topic dyslexia
reading skills
phonological processing
visual coding
assessment
description The analysis of cognitive processes underpinning reading and writing skills may help to distinguish different reading ability profiles. the present study used a Brazilian reading and writing battery to compare performance of students with dyslexia with two individually matched control groups: one contrasting on reading competence but not age and the other group contrasting on age but not reading competence. Participants were 28 individuals with dyslexia (19 boys) with a mean age of 9.82 (SD +/- 1.44) drawn from public and private schools. These were matched to: (1) an age control group (AC) of 26 good readers with a mean age of 9.77 (SD +/- 1.44) matched by age, sex, years of schooling, and type of school; (2) reading control group (RC) of 28 younger controls with a mean age of 782 (SD +/- 1.06) matched by sex, type of school, and reading level. All groups were tested on four tasks from the Brazilian Reading and Writing Assessment battery (BALE): Written Sentence Comprehension Test (VVSCT); Spoken Sentence Comprehension Test (OSCT); PicturePrint Writing Test (PPVVT 1.1-Writing); and the Reading Competence Test (RCT). These tasks evaluate reading and listening comprehension for sentences, spelling, and reading isolated words and pseudowords (non-words). the dyslexia group scored lower and took longer to complete tasks than the AC group. Compared with the RC group, there were no differences in total scores on reading or oral comprehension tasks. However, dyslexics presented slower reading speeds, longer completion times, and lower scores on spelling tasks, even compared with younger controls. Analysis of types of errors on word and pseudoword reading items showed students with dyslexia scoring lower for pseudoword reading than the other two groups. These findings suggest that the dyslexics overall scores were similar to those of younger readers. However, specific phonological and visual decoding deficits showed that the two groups differ in terms of underpinning reading strategies.
publishDate 2014
dc.date.none.fl_str_mv 2014-07-31
2016-01-24T14:37:37Z
2016-01-24T14:37:37Z
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.2014.00837
Frontiers in Psychology. Lausanne: Frontiers Research Foundation, v. 5, 7 p., 2014.
10.3389/fpsyg.2014.00837
WOS000339816900001.pdf
1664-1078
http://repositorio.unifesp.br/handle/11600/38004
WOS:000339816900001
url http://dx.doi.org/10.3389/fpsyg.2014.00837
http://repositorio.unifesp.br/handle/11600/38004
identifier_str_mv Frontiers in Psychology. Lausanne: Frontiers Research Foundation, v. 5, 7 p., 2014.
10.3389/fpsyg.2014.00837
WOS000339816900001.pdf
1664-1078
WOS:000339816900001
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 7
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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