ABSTRACT
ABSTRACT Objective Dyslexia is the difficulty of children in learning to read and write as results of neurological deficiencies. The objective was to test the Phonological awareness (PA) and Sinusoidal amplitude modulation (SAM) threshold in children with Phonological dyslexia (PD). Methods We performed a case-control, analytic, cross sectional study. We studied 14 children with PD and 14 control children from 7 to 11 years of age, by means of PA measurement and by SAM test. The mean age of dyslexic children was 8.39 years and in the control group was 8.15. Results Children with PD exhibited inadequate skills in PA, and SAM. We found significant correlations between PA and SAM at 4 Hertz frequency, and calculated regression equations that predicts between one-fourth and one-third of variance of measurements. Conclusion Alterations in PA and SAM found can help to explain basis of deficient language processing exhibited by children with PD.
RESUMEN Objetivo La Dislexia es la dificultad en niños de aprender a leer y escribir como resultado de una deficiencia neurológica. Nuestro objetivo fue probar la Conciencia fonológica (CF) y la Modulación sinusoidal de la amplitud (MSA) en niños con Dislexia fonológica (DF). Métodos Realizamos un estudio analítico, transversal, de casos y controles. Estudiamos la CF y la MSA en 14 niños con DF y 14 controles de 7–11 años. La edad media de los niños con DF fue de 8.39 años y de los controles fue 8.15. Resultados Los niños con DF presentaron deficiencias en CF y en MSA. Encontramos correlaciones entre CF y MSA en la frecuencia de 4 Hertzios (Hz), calculamos ecuaciones de regresión que predijeron de un cuarto a un tercio de la varianza de las mediciones. Conclusión Las deficiencias en CF y en MSA pueden ayudar a comprender las alteraciones en el procesamiento del lenguaje presentadas por los niños con DF.
Subject(s)
Adolescent , Child , Female , Humans , Male , Awareness/physiology , Dyslexia/physiopathology , Speech Sound Disorder/physiopathology , Acoustic Stimulation/methods , Case-Control Studies , Cross-Sectional Studies , Language Tests , Neuropsychological Tests , Phonetics , Speech Production Measurement/methods , Time FactorsABSTRACT
A aquisição da leitura e da escrita envolve uma série de habilidades. Dentre elas se destaca a capacidade de refletir sobre a linguagem, particularmente com relação à estrutura sonora que compõe as palavras. A essa habilidade de reflexão dá-se o nome de consciência fonológica. A literatura tem demonstrado que a consciência fonológica é influenciada pela idade, pelo nível de escolaridade e tipo de experiência do aluno com a escrita. Este estudo pretendeu comparar o desempenho nas provas de consciência fonológica de crianças de segunda, terceira e quarta séries, com baixo desempenho em atividades de leitura e escrita. Para a seleção da amostra, solicitou-se aos professores de uma escola de ensino fundamental de Timburi-SP o encaminhamento de crianças com baixo desempenho em atividades de leitura e escrita para avaliação fonoaudiológica. Em seguida, foram excluídas as crianças cujos professores suspeitavam de comprometimentos cognitivos, comportamentais e sensoriais...
The acquisition of reading and writing involves a host of skills such as the capacity to reflect on language, especially with relation to the sound structure that composes words. This ability is called phonological conscience. The literature has shown that phonological conscience is influenced by age, schooling and the experience the student has had with writing. This study aimed at comparing the performance on phonological tests in children of second, third and fourth degrees with poor performance in both reading and writing. For the gathering of data it was requested that teachers of an elementary school of Timburi-SP refer children with poor performance in both reading and writing for a speech and hearing evaluation. Then, it was excluded from the study children whom the teachers suspected of suffering from cognitive, behavioral and sensorial disorders...