Please use this identifier to cite or link to this item:
Type: Artigo de periódico
Title: Students' Performance In Phonological Awareness, Rapid Naming, Reading, And Writing.
Author: Capellini, Simone Aparecida
Lanza, Simone Cristina
Abstract: phonological awareness, rapid naming, reading and writing in students with learning difficulties of a municipal public school. to characterize and compare the performance of students from public schools with and without learning difficulties in phonological awareness, rapid naming, reading and writing. participants were 60 students from the 2nd to the 4th grades of municipal public schools divided into 6 groups. Each group was composed by 10 students, being 3 groups of students without learning difficulties and 3 groups with students with learning difficulties. As testing procedure phonological awareness, rapid automatized naming, oral reading and writing under dictation assessments were used. the results highlighted the better performance of students with no learning difficulties. Students with learning difficulties presented a higher ratios considering time/speed in rapid naming tasks and, consequently, lower production in activities of phonological awareness and reading and writing, when compared to students without learning difficulties. students with learning difficulties presented deficits when considering the relationship between naming and automatization skills, and among lexical access, visual discrimination, stimulus frequency use and competition in using less time for code naming, i.e. necessary for the phoneme-grapheme conversion process required in the reading and writing alphabetic system like the Portuguese language.
Subject: Case-control Studies
Learning Disorders
Reaction Time
Statistics, Nonparametric
Citation: Pró-fono : Revista De Atualização Científica. v. 22, n. 3, p. 239-45
Rights: aberto
Appears in Collections:Unicamp - Artigos e Outros Documentos

Files in This Item:
File Description SizeFormat 
pmed_21103712por.pdf93.52 kBAdobe PDFView/Open
pmed_21103712eng.pdf53.97 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.