Fluency and reading comprehension in students with and without stuttering
Fluência e compreensão da leitura em escolares com e sem gagueira
Juliana Sandoval Pinto; Luana Altran Picoloto; Simone Aparecida Capellini; Talissa Almeida Palharini; Cristiane Moço Canhetti de Oliveira
Abstract
Purpose: To analyze and to compare fluency parameters in spontaneous speech and reading and reading comprehension of school-age children who stutter and who do not stutter. Methods: Cross-sectional and prospective study approved by the Research Ethics Committee. Sample consisted of 30 scholars aged 8 and 11 years and 11 months divided into two groups: Study Group with 15 school-age children who stutter, Control Group with 15 school-age children who do not stutter. Participants underwent fluency evaluation of spontaneous speech, reading of expository and narrative texts, and reading comprehension evaluation. Inferential statistical analysis was conducted using the Mann-Whitney tests and correlation analysis was conducted using the Spearman’s Coefficient test. Results: The comparison between the fluency parameters indicated that school-age children who stutter showed a greater amount of stuttering-like disfluencies, while school-age children who do not stutter showed longer flows of syllables and words per minute, in spontaneous speech and reading. Regarding reading comprehension, school-age children who stutter had lower performance than school-age children who do not stutter in both texts. There was no association between the frequency of disfluencies and reading comprehension in school-age children who stutter and who do not stutter. Conclusion: School-age children who stutter showed impairments in reading comprehension when compared to fluent, since there was no association between the frequencies of disfluencies with reading comprehension for both groups. It is suggested that reading comprehension be evaluated and, if necessary, improved in order to reduce the consequences of stuttering and provide learning of this school-age children.
Keywords
Resumo
Objetivo: Analisar e comparar os parâmetros da fluência na fala espontânea e leitura a compreensão de leitura de escolares que gaguejam com fluentes. Método: Estudo transversal e prospectivo aprovado pelo Comitê de Ética da Instituição. Amostra composta por 30 escolares com idade entre 8 e 11 anos e 11 meses divididos em dois grupos: Grupo Pesquisa com 15 escolares com gagueira, Grupo Controle com 15 escolares fluentes. Os participantes foram submetidos à avaliação da fluência da fala espontânea, leitura dos textos expositivo e narrativo, e avaliação da compreensão de leitura. A análise estatística inferencial foi realizada por meio dos testes de Mann-Whitney e para análise de correlação foi utilizado o teste de Coeficiente de Spearman. Resultados: A comparação entre os parâmetros da fluência indicou que escolares com gagueira manifestaram maior quantidade de disfluências típicas da gagueira, enquanto os fluentes mostraram maiores fluxos de sílabas e de palavras por minuto, na fala espontânea e na leitura. Em relação à compreensão de leitura, escolares com gagueira apresentaram desempenho inferior ao fluentes, em ambos os textos. Não houve associação entre a frequência de disfluências e compreensão de leitura, nos escolares com e sem gagueira. Conclusão: Escolares com gagueira apresentaram prejuízos quanto à compreensão de leitura quando comparados à fluentes, porém não houve associação entre a frequência de disfluências com a compreensão de leitura em ambos os grupos. Sugere-se que a compreensão da leitura seja avaliada e se necessário trabalhada a fim de reduzir as consequências da gagueira e favorecer aprendizagem deste escolar.
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Referências
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Submetido em:
01/03/2020
Aceito em:
02/10/2020
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