Analise funcional discriminativa em dislexia do desenvolvimento
Magda Solange Vanzo Pestun
TESE
Português
(Broch.)
T/UNICAMP P439a
Campinas, SP : [s.n.], 2001.
234p. : il.
Orientador: Sylvia Maria Ciasca
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas
Resumo: Esta tese teve por objetivos avaliar e analisar através de provas neuropsicológicas, pedagógicas e exames complementares, crianças com possível diagnóstico de Dislexia do Desenvolvimento. Participaram como sujeitos 47 crianças, sendo 27 controles (sem dificuldades de aprendizagem) e 20...
Ver mais
Resumo: Esta tese teve por objetivos avaliar e analisar através de provas neuropsicológicas, pedagógicas e exames complementares, crianças com possível diagnóstico de Dislexia do Desenvolvimento. Participaram como sujeitos 47 crianças, sendo 27 controles (sem dificuldades de aprendizagem) e 20 experimentais, com idade entre 8 e 13 anos, alunos de 23 série do 10grau de escola da rede pública da região de Campinas, SP. A coleta de dados se deu no HCIUNICAMP para os sujeitos do grupo experimental (GE) e em escolas públicas para os sujeitos do grupo controle (GC). Os materiais empregados consistiram de testes formais e materiais acadêmicos de uso diverso. O procedimento constou de 4 etapas: 1) Entrevista com os pais (anamnese); 2) Avaliação neuropsicológica; 3) Avaliação específica para leitura; 4) Exames complementares. Os resultados obtidos revelaram que as crianças dos dois grupos apresentavam potencial intelectual normal, ausência de déficits sensoriais e desordens neurológicas que comprometessem o aprendizado mas, diferença significativa de desempenho entre os mesmos. Prejuízos lingüísticos e cognitivos foram encontrados no GE, principalmente em linguagem receptiva e expressiva, memória de curto prazo auditiva e visual, déficits na consciência fonológica e habilidades acadêmicas, principalmente leitura e escrita. Os exames complementares audiométrico e oftalmológico foram fundamentais para excluir déficits sensorial auditivo e visual, respectivamente. O exame neurológico indicou sinais leves de alterações neurológicas, e, o SPECT revelou hipoperfusão da porção mesial do lobo temporal esquerdo em 47% dos disléxicos. A análise funcional dos resultados obtidos parece indicar que os déficits encontrados são de origem constitucional, que por sua vez contribuíram para alterações no desenvolvimento perceptual auditivo, conseqüentemente com prejuízo nas aquisições lingüísticas, resultando em comprometimento do desenvolvimento cognitivo que alterou as aquisições das habilidades alfabéticas que culminaram nas dificuldades de leitura escrita. Futuras pesquisas deverão ser conduzidas empregando-se outras técnicas de neuroimagem (RM, PET) para comparar com os resultados obtidos com o SPECT, bem como realizar potenciais evocados auditivos para avaliar a área auditiva do lóbulo temporal. Estudos genéticos podem vir a ser desenvolvidos em parceria com a Neuropsicologia, com o objetivo de delinear os determinantes genéticos e não genéticos dos substratos neurológicos envolvidos na leitura. Estudos longitudinais da estrutura e funcionamento do cérebro no desenvolvimento normal e patológico serão necessários para determinar se as diferenças individuais vistas nos estados disfuncionais são causa ou consequência do distúrbio
Ver menos
Abstract: The purposes of this thesis were to evaluate and analyse by means of neuropsychological and pedagogical tests as well as complementary exams, children with a probable diagnosis of Developmental Dyslexia. Forty seven children
participated as subjects of this research. Twenty seven were in... Ver mais Abstract: The purposes of this thesis were to evaluate and analyse by means of neuropsychological and pedagogical tests as well as complementary exams, children with a probable diagnosis of Developmental Dyslexia. Forty seven children
participated as subjects of this research. Twenty seven were in the control group (with no learning difficulties) and twenty in the experimental group, with ages between 8 and 13 years old, second year students from the first grade public schools in Campinas, São Paulo State. The data were gathered at HC/UNICAMP for the experimental group (EG) and in public schools for the control group (CG). The materiaIs used were formal tests and academic materiaIs for several uses. The procedure consisted of four stages: I) Interview with the parents (anamnese) and the teachers; 2) Neuropsychological evaluation; 3) Specific evaluation for reading skills; 4) Complementary Exams. The obtained results revealed that the children presented normal intelectual potential; lack of sensory deficits and neurological disorders which might jeopardize the learning process, but there was significant difference of performance between them. Linguistic and cognitive damages were found in the EG, specially in terms of receptive and expressive languages, auditory and visual short-term memory, deficits in the academic skills and conscience, mainly reading and writing. The complementary exams (audiometric and ophtalmological) were essential in order to rule out auditory and visual sensory deficit , respectively. The neurological exam indicated slight signs of neurological alterations, and the SPECT revealed hypoperfusion of the mesial portion of the left temporallobe in 47% of the dyslexic people. The functional analysis of the obtained results seem to indicate that the deficits found are of constitutional origin which contributed for alterations in the auditory perceptual development with a consequent damage in the linguistic acquisitions, resulting in jeopardy of the cognitive development that altered the acquisitions of the alphabetical skills which culminated in the difficulties in reading and writing. Future researches shall be carried out making use of other neuroimage techniques (RM, PET) in order to compare them with the results obtained by the SPECT, as well as perform potential auditory evocations to evaluate the auditory área of the temporal lobe. Genetic studies may be carried out together with neuropsychology, with the purpose of delineating the genetic and non-genetic determinants of the neurological subtracts involved in reading. Longitudinal studies of the structure and functioning of the brain in the normal and pathological development will be necessary to determine if the individual differences seen in the disfunctional states are the cause or the consequence of the disorder Ver menos
participated as subjects of this research. Twenty seven were in... Ver mais Abstract: The purposes of this thesis were to evaluate and analyse by means of neuropsychological and pedagogical tests as well as complementary exams, children with a probable diagnosis of Developmental Dyslexia. Forty seven children
participated as subjects of this research. Twenty seven were in the control group (with no learning difficulties) and twenty in the experimental group, with ages between 8 and 13 years old, second year students from the first grade public schools in Campinas, São Paulo State. The data were gathered at HC/UNICAMP for the experimental group (EG) and in public schools for the control group (CG). The materiaIs used were formal tests and academic materiaIs for several uses. The procedure consisted of four stages: I) Interview with the parents (anamnese) and the teachers; 2) Neuropsychological evaluation; 3) Specific evaluation for reading skills; 4) Complementary Exams. The obtained results revealed that the children presented normal intelectual potential; lack of sensory deficits and neurological disorders which might jeopardize the learning process, but there was significant difference of performance between them. Linguistic and cognitive damages were found in the EG, specially in terms of receptive and expressive languages, auditory and visual short-term memory, deficits in the academic skills and conscience, mainly reading and writing. The complementary exams (audiometric and ophtalmological) were essential in order to rule out auditory and visual sensory deficit , respectively. The neurological exam indicated slight signs of neurological alterations, and the SPECT revealed hypoperfusion of the mesial portion of the left temporallobe in 47% of the dyslexic people. The functional analysis of the obtained results seem to indicate that the deficits found are of constitutional origin which contributed for alterations in the auditory perceptual development with a consequent damage in the linguistic acquisitions, resulting in jeopardy of the cognitive development that altered the acquisitions of the alphabetical skills which culminated in the difficulties in reading and writing. Future researches shall be carried out making use of other neuroimage techniques (RM, PET) in order to compare them with the results obtained by the SPECT, as well as perform potential auditory evocations to evaluate the auditory área of the temporal lobe. Genetic studies may be carried out together with neuropsychology, with the purpose of delineating the genetic and non-genetic determinants of the neurological subtracts involved in reading. Longitudinal studies of the structure and functioning of the brain in the normal and pathological development will be necessary to determine if the individual differences seen in the disfunctional states are the cause or the consequence of the disorder Ver menos
Ciasca, Sylvia Maria, 1955-
Orientador
Arita, Fernando Norio
Avaliador
Kajihara, Olinda Teruko
Avaliador
Analise funcional discriminativa em dislexia do desenvolvimento
Magda Solange Vanzo Pestun
Analise funcional discriminativa em dislexia do desenvolvimento
Magda Solange Vanzo Pestun
Exemplares
Nº de exemplares: 1
Não existem reservas para esta obra