Características fonológicas en población escolar con dislexia: Un modelo de ecuaciones estructurales / Phonological features in a school population with dyslexia: A structural equation model

Resumen Introducción: El trastorno específico del aprendizaje es una entidad nosológica del neurodesarrollo, las manifestaciones clínicas se hacen evidentes en la etapa escolar y son persistentes en el transcurso de la vida. La dislexia (DS) se caracteriza por una afectación en la comprensión y fluidez del proceso lector, asociada a déficits neurocognitivos. Objetivo: Analizar. la relación existente entre fluidez fonológica, repetición, denominación y comprensión verbal en niños con diagnóstico de DS. Método: Se empleó una muestra de N=114 personas con diagnóstico de DS escolarizados, en edades entre 7 y 16 años y un. muestreo no probabilístico. Construimos un modelo de ecuaciones estructurales (MEE) en el software RCran 4.0.4, para analizar la relación entre las variables latentes (fluidez fonológica, fluidez semántica, repetición de pseudopalabras, repetición de frases, denominación y comprensión verbal), a través de los resultados de pruebas psicométricas estandarizadas; Test de Fluencia Verbal, Test de Boston, Evaluación Neuropsicológica Infantil y Escala Weschler IV de Inteligencia. Resultados: Las covarianzas entre fluidez fonológica y todos los componentes del lenguaje (LG) fueron positivas; fluidez semántica (σxy=0,55), repetición de pseudopalabras (σxz=0,53), repetición de frases (σxw=0,64), denominación del LG (σxv=0,60), comprensión verbal (σxy=0,57), lo que indica una relación directa. En las personas con DS, a menor fluidez fonológica mayores deficiencias del LG. Conclusión: En la DS la fluidez fonológica y semántica es limitada y se relaciona de manera directa con las manifestaciones clínicas de este trastorno del neurodesarrollo (TN).

Abstract Introduction: The specific learning disorder is a nosological entity of neurodevelopment, the clinical manifestations become evident in the school stage and are persistent throughout life. Dyslexia (DS) is characterized by an impairment in the comprehension and fluency of the reading process, associated with neurocognitive deficits. Objective: To analyze the relationship between phonological fluency, repetition, naming and verbal comprehension in children diagnosed with dyslexia (DS). Method: A sample of (N=114) school patients with DS diagnosis between the ages of 7 and 16 years, selected by non-probability sampling, was used. We built a structural equation model (MEE) in RCran 4.0.4 software, to analyze the relationship between the latent variables (phonological fluency, semantic fluency, pseudoword repetition, sentence repetition, naming and verbal comprehension), through the results of standardized psychometric tests; Verbal Fluency Test, Boston Test, Child Neuropsychological Assessment and Weschler Intelligence Scale IV. Results: Covariances between phonological fluency and all language (LG) components were positive; semantic fluency (σxy=0.55), pseudoword repetition (σxz=0.53), sentence repetition (σxw=0.64), LG naming (σxv=0.60), verbal comprehension (σxy=0.57), indicating a direct relationship. In people with DS, the lower the phonological fluency the greater the language deficits. Conclusion: In DS, phonological and semantic fluency is limited and is directly related to the clinical manifestations of this neurodevelopmental disorder (TN).

Standardization of the Comprehensive Learning Test-Reading for the Diagnosis of Dyslexia in Korean Children and Adolescents

OBJECTIVES: The aim of this study was to develop the computerized Comprehensive Learning Test-Reading (CLT-R) to evaluate the cognitive processes and achievements related to their basic reading ability and identify dyslexia in children and adolescents in South Korea. We also obtained the normative data and evaluated the reliability and validity of the test. METHODS: We developed the CLT-R, including the word attack/nonword decoding, paragraph reading, sound blending, nonword repetition, rapid automatized naming, letter-sound matching, visual attention, orthography awareness, and digit span tests, for the purpose of diagnosing dyslexia. We investigated the reliability and validity of the tests and gathered the normative data from 399 subjects (male 48.9%), aged 5-14 years, from the last grade in kindergarten to middle school, dwelling in Seoul and Gyeonggi Province, South Korea. RESULTS: No statistical differences were observed between the means of the tests and retests of the CAT. The mean of the correlation coefficient of the test-retest scores was 0.85. According to the construct validity test calculated by principal constant analysis using the oblique rotation method, 4 factors explained 70.0% of the cumulative variances. In addition, the normative data were obtained for all of the CLT-R subtests. CONCLUSION: The computerized CLT-R can be used as a reliable and valid tool to evaluate the reading achievement and reading related cognitive process in Korean children and adolescents in schools, clinics, and research institutes.

Perfis cognitivos de crianças e adolescentes com dislexia na WISC-III / Cognitive profiles of children and adolescents with dyslexia on WISC-III / Perfiles cognitivos de los niños y adolescentes con dislexia en la WISC-III

A avaliação cognitiva na Dislexia do Desenvolvimento faz parte do processo diagnóstico e auxilia no planejamento de intervenções eficazes, permitindo identificar o perfil de dificuldades e facilidades em função do desempenho em tarefas específicas. O estudo investigou o perfil na WISC-III de 123 participantes com Dislexia do Desenvolvimento. A idade variou de 8 a 14 anos, sendo 83 (67,5%) meninos e 40 (32,5%) meninas, de escolas privadas (52,8%) e públicas (47,2%). A análise de conglomerados revelou três perfis diferentes, em função do desempenho na WISC-III. A análise de variância (ANOVA) revelou diferenças entre os subgrupos nas medidas gerais e entre os escores dos subtestes na maioria dos grupos. Não houve diferença de série e idade entre os grupos. O grupo com maior dificuldade nos subtestes da WISC-III tinha maior concentração de participantes de escola pública. Os resultados indicam heterogeneidade no perfil cognitivo de crianças e adolescentes disléxicos...

Cognitive assessment in Development Dyslexia is of paramount important because it is a part of the diagnostic criteria and it can assist in the planning of effective interventions allowing to identify a profile of difficulties and facilities on the specific tasks. This aim of this study was to investigate the profile on the WISC-III. For such, 123 participants with developmental dyslexia were assessment. The age ranges from 8 to 14 years old, with 83 (67,5%) boys and 40 (52,5%) girls, belonging to private (52,8%) and public (47,%) schools. Clusters analysis showed 3 profiles according to WISC-III measures. ANOVA showed differences between all groups in the IQ measures and in majority of the subtests. No differences were found between groups in age and grade. Furthermore, there was a higher number of subjects in public schools in the group with lower performance in the WISC-III subtests...

La evaluación cognitiva en la dislexia evolutiva forma parte del proceso de diagnóstico y puede ayudar en la planificación de las intervenciones más efectivas permitiéndole identificar el perfil de dificultades y facilidades sobre la base del rendimiento en tareas específicas. El estudio investigó el perfil de 123 participantes con dislexia del desarrollo en la WISC-III. La edad osciló entre 8 y 14 años, con 83 chicos (67,5%) y 40 niñas (32,5%), en escuelas privadas (52,8%) y públicas (47,2%). El análisis de conglomerados reveló tres perfiles diferentes dependiendo de la performance en la WISC-III. El análisis de varianza (ANOVA) reveló diferencias entre los subgrupos en medidas generales, así como entre los puntajes de las subpruebas en la mayoría de los grupos. No hubo diferencias en el grado y la edad entre los grupos. El grupo con la mayor dificultad en las subpruebas de WISC-III tuvo la mayor concentración de los participantes de la escuela pública. Los resultados indican heterogeneidad en el perfil cognitivo de los niños y los adolescentes disléxicos...

Perfil de pesquisas relacionadas à dislexia: revisão de literatura / Profile of research related to dyslexia: literature review

INTRODUÇÃO: A dislexia é um dos distúrbios da escrita mais frequentes com os quais trabalham os psicopedagogos. Conhecer o perfil das pesquisas relacionadas ao tema pode auxiliá-los no atendimento desse distúrbio. OBJETIVO: O objetivo deste estudo é realizar um levantamento do perfil das pesquisas relacionadas à dislexia entre 2009 e 2013, na base de dados SciELO Brasil. MÉTODO: Revisão sistemática de literatura relacionada aos descritores dislexia e transtorno da leitura entre 2009 e 2013, na base de dados SciELO Brasil. RESULTADOS: Foram ldos 27 artigos que se enquadram nos parâmetros dessa revisão de literatura. Predominam artigos baseados em pesquisas de campo (96,3%), realizadas principalmente por fonoaudiólogos (45%), cujo número de participantes varia entre 21 a 40 (40,7%). Em 95,2% das pesquisas que especificam a escolarização dos indivíduos, estes cursam o Ensino Fundamental. Entre os escolares já diagnosticados como disléxicos, 71% são do sexo masculino. CONCLUSÃO: apesar da relevância do tema dislexia ainda há poucos estudos relacionados a adolescentes e a adultos. Além disso, nenhum dos pesquisadores identificou-se como psicopedagogo...

BACKGROUD: Dyslexia is a disorder of writing frequently they work with the psychologists. Knowing the profile of research related to the topic can assist them in meeting this disorder. PURPOSE: The purpose of this study is to survey the profile of research related to dyslexia between 2009 and 2013 in the SciELO Brazil database. METHODS: A systematic review of the literature related to the descriptors dyslexia and reading disorders between 2009 and 2013 in the SciELO Brazil database. RESULTS: 27 articles were found that fit the parameters of this literature review. Predominate articles based on field surveys (96.3%), mainly performed by audiologists (45%), the number of participants varies from 21 to 40 (40.7%). In 95.2% of searches that specify the education of individuals, they attend elementary school. Among students already diagnosed as dyslexic, 71% are male. CONCLUSION: Despite the relevance of the topic dyslexia, there are few studies related to adolescents and adults. Furthermore, none of the researchers identified as educational psychologist...

Tempo de latência e características da nomeação de figuras de crianças com transtorno da leitura / Latency time and characteristics of picture labelling by children with reading disorders

O objetivo deste estudo foi investigar o tempo de latência e as características da nomeação de figuras em crianças com Transtorno da Leitura e com desenvolvimento típico de leitura, de mesma escolaridade. As amostras foram constituídas por 20 crianças com Transtorno da Leitura (m=8,3 a) e 25 criançassem dificuldades na leitura (m=8,6 a), de ambos os gêneros. O teste de nomeação de figuras foi constituído por 96 figuras, com balanceamento equivalente às palavras escritas: freqüência de ocorrência, extensão e complexidade para o português falado no Brasil. As figuras foram apresentadas na tela de um computador e as crianças foram instruídas a dizer o nome das figuras. O tempo de latência e as respostas foram registradas em um programa criado especialmente para esta pesquisa. As respostas foram analisadas de acordo com os critérios da literatura específica. Não foram observadas diferenças entre crianças com Transtorno da Leitura e seus controles para o tempo de latência. Todavia os resultados apontaram mais respostas corretas para o grupo de leitores e mais erros fonológicos para as crianças com Transtorno da Leitura. Conclui-se que o tempo gasto para a recuperação dos nomes das figuras é semelhante entre as amostras, porém as crianças com Transtorno da Leitura podem exibir déficits na nomeação de figuras, principalmente para selecionar as formas fonológicas dos nomes, resultando em nomeações incorretas.

The aim of this study was to verify latency time and the properties for the picture labelling in children with reading disorders and children with typical reading development. The sample was composed of 20 children with reading disorders (age mean=8,3 y) and 25 children without reading disorders (age mean=8,6 y), from both genders. The picture labelling test was made up of 96 pictures, divided into stimuli groups, with equivalent balance to written words: frequency of occurrence of the written word, word extension and complexity for Portuguese spoken in Brazil. The pictures were presented on a computer screen and children were asked to name the pictures. The latency time and the responses were registered in a program designed specially for this study. The responses were analyzed according to criteria of specific literature. No statistical differences were observed between readers and non-readers related to the processing time, however, results pointed to more correct answers in the reader group. Non-readers have more phonological errors than readers. In conclusion, the latency time is similar between the subjects. However non-readers can show difficulties in picture naming, especially as to selection of phonological properties of the picture naming, which result in errors in labelling.

An Experiment Study on the Eye Movement of Reading Disorder Children during Apperceiving Pictures / 中国心理卫生杂志

Objective: To explore the eye-movement characters and the visual cognitive processing traits of Chinese children with reading disorder (RD) during apperceiving pictures. Methods: 14 children with reading disorder and 14 normal controls were collected. Their eye-movements during apperceiving pictures were recorded with Eye-link II High-Speed Tracker. Results:The only significant difference between the two groups existed in the score of average saccade amplitude for picture 3 (RD children scored less 3.79?0.69/ 4.86?1.67,t=-2.29,P0.05).Conclusions:The remember and process capability to the pictures are not the main characters of the Chinese RD children. If the background of picture is complicated, the attention span of children suffered RD will be more limited, and their fixation efficiency will be depressed.

The Clinical Characteristics of Chinese Children with Reading Disorder / 中国心理卫生杂志

Objective: Evaluation the clinical characteristics of Chinese reading disorder children.Methods:Use WSIC-CR, PRS and the questionnaire for parents on children's reading and writing abilities to investigate and evaluate 17 Chinese children with SRD (specific reading disorder) and 32 normal children.Results:The VIQ、FIQ、VC、M/C of Chinese SRD children scored in WISC-CR were lower than normal children(98.3?13.5/111.7?13.7,97.1?14.5/110.2?14.3,40.4?9.2/47.6?7.7,25.9?6.3/32.0?7.3,OR=0.88~0.94,P

Experiment Studies of the Eye Movement of Chinese Children with Reading Disorder when Reading Chinese Article / 中国心理卫生杂志

Objective:To explore the eye-movement characteristics and the visual cognitive processing traits of Chinese children with reading disorder (RD) during reading articles in order to offer reference for measures designed for diagnosis and therapy.Methods: Recorded the series data of eye-movement with Eye-link Ⅱ when the children read articles, and analyzed relevant parameter of eye-movement.Essay one is a narrative article chosen from the textbook of the second grade, whose content is simple and there are subject sentences.Essay two is a narrative article chosen from the Neuropsychology, which is an article used to test optic aphasia patient, and the essay has no subject sentence.Results: ①Results of reading comprehend: For the RD children, the reading score of the first narrative article was lower than that in the normal control group (2.2?1.1/2.9?0.5,t=-2.2,P0.05).For the RD children, the reading time of the two articles was longer than that in normal control group (for article one: 119.3?44.1/63.4?20.4, t=4.3,P