ABSTRACT
Purpose to analyze and classify the spelling performance according to the semiology of spelling error of children with developmental dyslexia (DD) and with developmental dyslexia associated to attention deficit disorder and hyperactivity(DD and ADHD) comparing them to a group of children without learning process complaints. Methods Seventy students, from the third to fifth grade, participated in this study divided as follows: 32 children without complaints of learning difficulties (GI), mean age 9.5 years; 22 students with developmental dyslexia (GII), mean age 10 years; 16 scholars with developmental dyslexia associated to attention deficit disorders and hyperactivity (GIII), mean age 9.9. Spelling skills were assessed through a standardized word dictation task. Results Data indicated that GII and GIII children presented lower performance when compared with typically developed children. There was no statistical difference between the performance of GII and GIII children regarding the score reached in spelling, although GIII children presented the lowest performance. We observed differences between GII and GIII only in the type of misspelling. Conclusion Data from this research contribute to develop better programs for intervention in the studied population.
Subject(s)
Attention Deficit Disorder with Hyperactivity/physiopathology , Dyslexia/physiopathology , Handwriting , Students , Brazil , Case-Control Studies , Child , Educational Measurement , Female , Humans , Language Tests , Learning Disabilities/physiopathology , Male , Phonetics , Statistics, NonparametricABSTRACT
RESUMO Objetivo Analisar e classificar o desempenho ortográfico, de acordo com a semiologia dos erros, de crianças com dislexia do desenvolvimento e com dislexia do desenvolvimento e transtorno do déficit de atenção e hiperatividade em relação a um grupo de crianças sem queixas de aprendizagem escolar. Métodos Participaram da pesquisa 70 crianças, estudantes do 3º ao 5º distribuídas em três grupos: 32 escolares sem queixa de dificuldade de aprendizagem (GI), média de idade de 9,5 anos; 22 escolares com dislexia do desenvolvimento (GII), média de idade de 10 anos; e 16 escolares com dislexia do desenvolvimento e transtorno do déficit de atenção e hiperatividade (GIII), média de idade de 9,9. A habilidade de ortografia das crianças foi avaliada por meio de um ditado de palavras padronizado. Resultados Os dados indicaram que os escolares do GII e do GIII apresentaram um pior desempenho quando comparados ao GI. Não houve diferença estatística entre o desempenho dos escolares do GII e do GIII quanto ao número de acertos na ortografia, embora o desempenho do GIII tenha sido pior. Os escolares do GII e do GIII diferiram apenas quanto ao tipo de erro ortográfico produzido por cada grupo. Conclusão Os dados da presente pesquisa contribuem para o delineamento de melhores programas interventivos para a população estudada.
ABSTRACT Purpose to analyze and classify the spelling performance according to the semiology of spelling error of children with developmental dyslexia (DD) and with developmental dyslexia associated to attention deficit disorder and hyperactivity(DD and ADHD) comparing them to a group of children without learning process complaints. Methods Seventy students, from the third to fifth grade, participated in this study divided as follows: 32 children without complaints of learning difficulties (GI), mean age 9.5 years; 22 students with developmental dyslexia (GII), mean age 10 years; 16 scholars with developmental dyslexia associated to attention deficit disorders and hyperactivity (GIII), mean age 9.9. Spelling skills were assessed through a standardized word dictation task. Results Data indicated that GII and GIII children presented lower performance when compared with typically developed children. There was no statistical difference between the performance of GII and GIII children regarding the score reached in spelling, although GIII children presented the lowest performance. We observed differences between GII and GIII only in the type of misspelling. Conclusion Data from this research contribute to develop better programs for intervention in the studied population.
Subject(s)
Humans , Male , Female , Child , Attention Deficit Disorder with Hyperactivity/physiopathology , Students , Dyslexia/physiopathology , Handwriting , Phonetics , Brazil , Case-Control Studies , Statistics, Nonparametric , Educational Measurement , Language Tests , Learning Disabilities/physiopathologyABSTRACT
OBJECTIVE: To evaluate nutritional recovery patterns in 106 undernourished children assisted by the Center of Nutritional Recovery and Education (CREN, in Portuguese) between January 1995 and December 1999. DESIGN: CREN assists undernourished children aged 0 to 72 months living in the southern regions of Sao Paulo, in an outpatient setting. Nutritional status was assessed by Z-scores of weight-for-age, height-for-age and weight-for-height. Nutritional recovery evaluation considered Z-score gains in weight-for-age and height-for-age, grouping into four categories (Z-score increment of 0.50 between groups). Children with birth weight less than 2500 g were classified as low birth weight (LBW), while those born at term and with LBW were classified as small for gestational age. SETTING: CREN (Center of Nutritional Recovery and Education in Portuguese), Sao Paulo, Brazil. SUBJECTS: One hundred and six children from CREN. RESULTS: Among the 106 evaluated children, ninety-eight (92.5 %) recovered their weight or height and seventy-two (67.9 %) recovered both. Nearly half of studied children presented a nutritional recovery (increase in Z-score) of more than 0.50 in height-for-age (46.2 %) and about 40 % in weight-for-age (38.7 %). Multivariate analysis showed that treatment duration and initial weight-for-age contributed to weight-for-age Z-score increment, explaining 25 % of the variation; and treatment duration, initial height-for-age and weight-for-age Z-score increment contributed to height-for-age Z-score increment, explaining 62 % of the variation. CONCLUSIONS: Our findings show that nutritional recovery among children who attended CREN was influenced primarily by the degree of nutritional deficit at admission. It has also been shown that biological variables are more important than socio-economic status in determining the rate of nutritional recovery.
