Contrasting group analysis of Brazilian students with dyslexia and good readers using the computerized reading and writing assessment battery BALE
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.2014.00837 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. |
id |
UFSP_9d2e5aaa05da824b0c087e725aa574d6 |
---|---|
oai_identifier_str |
oai:repositorio.unifesp.br/:11600/38004 |
network_acronym_str |
UFSP |
network_name_str |
Repositório Institucional da UNIFESP |
repository_id_str |
3465 |
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 |
_version_ |
1814268426792730624 |