ABSTRACT
Introdução: Ler significa processar informações e transformar material escrito em fala e em significado. As pessoas que tiverem aprendido a ler terão desenvolvido um sistema mental de processamento de informações capaz de realizar essas transformações. Objetivo: correlacionar as habilidades de leitura e as queixas relacionadas à leitura de estudantes do terceiro ano do ensino fundamental. Método: 40 escolares de ambos os gêneros, idade média de 8,16 anos. Avaliou-se decodificação, fluência e compreensão textual, e as queixas relacionadas à leitura foram levantadas. Resultados: houve 37,5% de incidência de pelo menos uma queixa relacionada à leitura, prevalecendo a leitura lenta; acertos nos estímulos regulares foram estatisticamente superiores aos demais estímulos; os acertos na fluência variaram entre 0 e 45, o desempenho na compreensão leitora foi alto, sem diferença estatística entre questões inferenciais e literais; houve correlação entre as habilidades de leitura entre si, e entre a queixa "não lê" com estas habilidades. Conclusão: confirmou-se que a melhor decodificação favorece a fluência, que otimiza a compreensão leitora; a queixa "não lê" correlacionou-se com todas as avaliações de leitura, indicando os pais sensíveis à leitura de seus filhos.
Introduction: Reading means processing information and transforming written material into speech and meaning. People who have learned to read will have developed a mental information processing system capable of carrying out these transformations. Objective: To correlate reading skills and reading-related complaints of third grade students. Method: 40 students of both genders, mean age 8.16 years. Decoding, fluency and textual comprehension were evaluated, and reading-related complaints were raised. Results: there was a 37.5% incidence of at least one reading-related complaint, with slow reading prevailing; hits on regular stimuli were statistically superior to other stimuli; fluency scores ranged from 0 to 45, reading comprehension performance was high, with no statistical difference between inferential and literal questions; There was a correlation between reading skills among themselves, and between the complaint "not reading" with these skills. Conclusion: the incidence of reading-related complaints was high, and slow reading prevailed. It was confirmed that the best decoding favors fluency, which optimizes reading comprehension; the "not reading" complaint correlated with all reading assessments, indicating parents sensitive to their children's reading.
Introducción: Leer significa procesar información y transformar el material escrito en habla y significado. Las personas que han aprendido a leer habrán desarrollado un sistema de procesamiento de información mental capaz de realizar estos cambios. Objetivo: correlacionar las habilidades de lectura y las quejas relacionadas con la lectura de los estudiantes en el tercer año de la escuela primaria. Método: 40 estudiantes de ambos sexos, edad media 8,16 años. Se evaluaron la decodificación, fluidez y comprensión textual, y se plantearon quejas relacionadas con la lectura. Resultados: hubo una incidencia del 37,5% de al menos una queja relacionada con la lectura, prevaleciendo la lectura lenta; los golpes en estímulos regulares fueron estadísticamente superiores a otros estímulos; la fluidez correcta varió entre 0 y 45, el rendimiento de comprensión de lectura fue alto, sin diferencias estadísticas entre preguntas inferenciales y literales; existía una correlación entre las habilidades de lectura entre ellos y entre la queja "no leer" con estas habilidades. Conclusión: se confirmó que la mejor decodificación favorece la fluidez, lo que optimiza la comprensión de lectura; la queja "no lee" se correlacionó con todas las evaluaciones de lectura, lo que indica que los padres son sensibles a la lectura de sus hijos.
Subject(s)
Humans , Male , Female , Child , Reading , Comprehension , Dyslexia/etiology , Students , Education, Primary and Secondary , Educational Measurement , Correlation of DataABSTRACT
Research results with regard to handedness and dyslexia have been ambiguous. The present study investigated the relationship between handedness and dyslexia in secondary school students based on genetic (Right-Shift) and hormonal-developmental theories of handedness. A total of 135 students (45 dyslexics and 70 age- and sex-matched controls) participated in the study. Handedness was defined according to the Edinburgh Handedness Inventory. We developed several classifications that represented various levels of handedness. Both continuous and dichotomous classifications of handedness revealed a small but reliable increase in the proportion of non-right-handers among dyslexics, likely because of the increased proportion of dyslexics among pure left-handers. Dyslexics did not display precisely the same pattern of right and left responses as controls, with some differences at the extremes of the continuum. The present results provide empirical support for Annett's (1985) Right-Shift theory predictions. Additionally, the present study indicates that using a numerical scoring system or dichotomous classifications with restricted criteria that permit the measurement of several degrees of handedness appears to better determine hand preference than using broad classifications into handedness groups.
Subject(s)
Humans , Male , Female , Adolescent , Dyslexia/etiology , Dyslexia/genetics , Functional Laterality , Dominance, Cerebral , Education, Primary and SecondaryABSTRACT
BACKGROUND: Auditory processing disorders and difficulties in reading and spelling. AIM: To analyze the answers presented by children with reading and spelling disorders in a simplified auditory processing test and in a four sequential syllables memory test. METHOD: Participants of this study were 9 children who attended a special program at school, with no hearing impairments and with no history of neurologic and/or psyquiatric disorders. RESULTS: A significant relation was found between reading and spelling difficulties, and failing in the four sequential syllable memory test and instrumental sounds tasks, demonstrating that these tasks were efficient in detecting this type of difficulties. CONCLUSION: A relation exists between auditory processing and reading and spelling difficulties.
Tema: desordens do processamento auditivo e dificuldades de leitura-escrita. Objetivo: analisar as respostas de crianças com dificuldades de leitura-escrita submetidas à avaliação simplificada do processamento auditivo e à tarefa de memória seqüencial com quatro sílabas. Método: participaram deste estudo nove crianças de classe especial, sem perda auditiva periférica e histórico de problemas neurológicos e/ou psiquiátricos. Resultados: relação estatisticamente significante entre apresentar dificuldade de leitura-escrita e falhar nas tarefas de memória com quatro sílabas e com sons instrumentais, sendo estas tarefas eficientes nesta detecção. Conclusão: existe relação entre as desordens do processamento auditivo e a dificuldade de leitura-escrita.
Subject(s)
Humans , Child , Verbal Learning , Dyslexia/etiology , Memory/physiology , Auditory Perception , Intelligence Tests , Auditory Perceptual Disorders/complications , Agraphia/diagnosis , Agraphia/etiology , Discrimination Learning , Dyslexia/diagnosis , Reading , Memory, Short-Term , Writing , Hearing Tests , Auditory Perceptual Disorders/diagnosisSubject(s)
Adult , Agraphia , Craniocerebral Trauma/complications , Dyslexia/etiology , Female , HumansABSTRACT
Korean written language is composed of ideogram (Hanja) and phonogram (Hangul), as Japanese consists of Kanji (ideogram) and Kana (phonogram). Dissociation between ideogram and phonogram impairment after brain injury has been reported in Japanese, but few in Korean. We report a 64-yr-old right-handed man who showed alexia with agraphia in Hanja but preserved Hangul reading and writing after a left posterior inferior temporal lobe infarction. Interestingly, the patient was an expert in Hanja; he had been a Hanja calligrapher over 40 yr. However, when presented with 65 basic Chinese letters that are taught in elementary school, his responses were slow both in reading (6.3 sec/letter) and writing (8.8 sec/letter). The rate of correct response was 81.5% (53 out of 65 letters) both in reading and writing. The patient's performances were beyond mean-2SD of those of six age-, sex-, and education-matched controls who correctly read 64.7 out of 65 and wrote 62.5 out of 65 letters with a much shorter reaction time (1.3 sec/letter for reading and 4.0 sec/letter for writing). These findings support the notion that ideogram and phonogram can be mediated in different brain regions and Hanja alexia with agraphia in Korean patients can be associated with a left posterior inferior temporal lesion.
Subject(s)
Humans , Male , Middle Aged , Cerebral Infarction/complications , Dyslexia/etiology , Magnetic Resonance Imaging , Task Performance and Analysis , Temporal Lobe/injuries , WritingABSTRACT
As crianças portadoras de alguma alteraçäo na motilidade ocular podem apresentar problemas na leitura e/ou na escrita. Quando nós possuímos uma imagem perfeita formada na área occipital, podemos "ver" a imagem que o meio ambiente oferece. Em contrapartida, muitos problemas podem ser encontrados se houver alguma alteraçäo, tanto no nível sensorial quanto no nível motor. A motilidade ocular tem influência direta com a coordenaçäo viso-motora. A criança estará "pronta" para adquirir a leitura quando a convergência, acomodaçäo, direçäo e orientaçäo espacial estiverem plenamente desenvolvidas e em plena maturidade. Nós, profissionais da reabilitaçäo, temos a obrigaçäo de "fazer" com que a criança obtenha, dentro das suas possibilidades individuais, a maior capacidade de qualidade de leitura e escrita, para que a mesma tenha prazer e "sinta" a leitura como algo bom e importante para si
Subject(s)
Humans , Child , Dyslexia/etiology , Learning Disabilities/etiology , Oculomotor Muscles/abnormalities , Ophthalmoplegia/complications , Learning Disabilities/diagnosisSubject(s)
Child , Humans , Dyslexia/diagnosis , Dyslexia/etiology , Dyslexia/pathology , Learning DisabilitiesABSTRACT
Se estudió la integridad de la vía auditiva mediante potenciales provocados auditivos del tallo cerebral y de latencia media en nuve sujetos con dislexia pura y nueve sujetos controles. No se observó diferencia alguna en cuanto a las latencias y amplitudes de los potenciales provocados; sólo se evidenció una amplitud mayor de la onda V derecha en los sujetos control y de la onda V izquierda en los disléxicos. Este resultado se comenta en relación a la lateralidad cerebral. Potenciales provocados auditivos del tallo cerebral; potenciales provocados auditivos de latencia media