Desempenho em decodificação e escrita de crianças com Transtorno do Desenvolvimento da Linguagem: dados preliminares
Performance in decoding and writing of children with Developmental Language Disorder: preliminary data
Aparecido José Couto Soares; Gabriele Hilário Cardoso Santos; Débora Maria Befi-Lopes
Resumo
Palavras-chave
Abstract
Purpose: to verify the performance of children with Developmental Language Disorder in decoding and writing tests in order to better understand their manifestations and the process of acquiring written language skills.
Methods: The study subjects were 80 children. The Research Group consisted of 16 children diagnosed with Developmental Language Disorder, 13 males and 3 females, mean age of 7.3. The Control Group counted on 64 subjects paired in gender, age, education and socioeconomic level with the Control Group in a 4:1 ratio. The ability to decode words and pseudowords of both groups was evaluated, measuring the time spent to correctly read words and the percentage of correct answers, also considering the length of the word/pseudoword. The writing evaluation was carried out in the control group, which had its spelling errors analyzed and categorized. All data underwent descriptive and inferential statistical analysis.
Results: The data indicated a longer decoding time and a lower percentage of correct answers for the children from the Research Group. Regarding spelling errors, there was a predominance of arbitrary spelling errors.
Conclusion: The data showed that children with Developmental Language Disorder tend to have a longer decoding time, greater percentage of errors than their peers and tend to present spelling errors more concentrated in natural orthography
Keywords
Referências
1 Bishop DVM, Snowling MJ, Thompson PA, Greenhalgh T. Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. J Child Psychol Psychiatry. 2017;(10):1068-80.
2 Befi-Lopes DM, Soares AJC. Perspectivas atuais em diagnóstico e nomenclatura nas alterações de linguagem. In: Giacheti CM, editor. Avaliação da fala e da linguagem: perspectivas interdisciplinares em Fonoaudiologia. Marília: Oficina Universitária; São Paulo: Cultura Acadêmica; 2020. p. 223-36.
3 Snowling MJ, Hulme C. Annual Research Review: reading disorders revisited - the critical importance of oral language. J Child Psychol Psychiatry. 2021;62(5):635-53.
4 Befi-Lopes DM, Leão LFA, Soares AJC. Relações entre idade linguística e consciência fonológica de crianças com transtorno do desenvolvimento da linguagem. Rev CEFAC. 2022;24(3):e6521.
5 Schoenel ASP, Escarce AG, Araujo LL, Lemos SMA. Influência do processamento fonológico no mau desempenho escolar: revisão sistemática de literatura. CoDAS. 2020;32(5):e20180255.
6 Snowling MJ, Moll K, Hulme C. Language difficulties are a shared risk factor for both reading disorder and mathematics disorder. J Exp Child Psychol. 2021;202(20):105009.
7 Snowling MJ, Hayiou-Thomas ME, Nash HM, Hulme C. Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension. J Child Psychol Psychiatry. 2020;61(6):672-80.
8 Soares AJC, Sassi FC, Fortunato-Tavares T, Andrade CRF, Befi-Lopes DM. How word/non-word length influence reading acquisition in a transparent language: implications for children’s literacy and development. Children. 2022;10(1):49.
9 Batista AO, Cervera-Merida JF, Ygual-Fernandez A, Capellini SAA. Pró-Ortografia: protocolo de avaliação da ortografia para escolares do segundo ao quinto ano do ensino fundamental. Barueri: Pró-Fono, 2014
10 Pedott PR. Habilidades de processamento fonológico e de escrita em crianças com distúrbio específico de linguagem: um estudo comparativo com a normalidade [dissertação]. São Paulo: Faculdade de Medicina, Universidade de São Paulo; 2016.
11 Choi D, Hatcher RC, Dulong-Langley S, Liu X, Bray MA, Courville T, et al. What do phonological processing errors tell about students’ skills in reading, writing, and oral language? J Psychoed Assess. 2017;35(1-2):24-46.
12 Macchi L, Casalis S, Schelstraete MA. Phonological and orthographic reading routes in French-speaking children with severe developmental language disorder. J Commun Disord. 2019;81(10):105909.
13 Miranda ARM, Pachalski L, Richetti LS. The Brazilian Portuguese digraphs in the spelling of students of the years of elementary school. Forum Linguistic. 2023;20(1):8727-45.
Submetido em:
07/12/2022
Aceito em:
07/05/2023
Facebook
Google+
Twitter
LinkedIn
Mendeley
StumbleUpon
CiteULike
Reddit
Email