RELATIONSHIP BETWEEN PHONOLOGICAL PROCESSING SKILLS AND SPELLING IN STUDENTS WITH LEARNING DIFFICULTIES AND LEARNING DISORDERS.

• Grant number: 16/04831-2
• Support Opportunities: Scholarships in Brazil - Master
• Start date: March 01, 2017
• End date: March 31, 2018
• Field of knowledge: Health Sciences - Speech Therapy
• Agreement: Coordination of Improvement of Higher Education Personnel (CAPES)
• Principal Investigator: Simone Aparecida Capellini
• Grantee: Thaís Contiero Chiaramonte
• Host Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil

Abstract

This project aims to characterize, compare and relate the phonological processing skills and spelling in students with learning difficulties and learning disorders. 80 students aged from 8 to 11 years old and 11 months of elementary school, both genders distributed in four groups will participate this study. Group I (GI): composed by 20 students with developmental dyslexia; GII: composed by 20 students with learning disabilities; GIII: composed by 20 students with learning difficulties, and GIV: composed by 20 students with good academic performance paired with the age and grade level with students of GI, GII and GIII. All students in this study will be submitted to Metalinguistic Skills and Reading Tests (PROHMELE), which consists of evidence of syllabic and phonemic identification, syllabic and phonemic manipulation, reading, and repetition of non-words; the Automatic Rapid Naming Test (RAN), which is composed of the subtests of collors, letters, digits and objects; and Spelling Assessment Protocol (Pro-Ortografia), which is divided into collective version (writing letters of the alphabet, randomized dictation of letters of the alphabet, word dictation, non-word dictation, pictures dictation, writing theme induced by figure) and individual version (sentences dictation, purposeful error, spelled dictation, spelling lexical memory). The results will be analyzed statistically to compare the intragroup and intergroup results.

Scientific publications

(The scientific publications listed on this page originate from the Web of Science or SciELO databases. Their authors have cited FAPESP grant or fellowship project numbers awarded to Principal Investigators or Fellowship Recipients, whether or not they are among the authors. This information is collected automatically and retrieved directly from those bibliometric databases.)

CHIARAMONTE, THAIS CONTIERO; CAPELINI, SIMONE APARECIDA. ORTHOGRAPHIC PERFORMANCE PROFILE OF STUDENTS WITH DYSLEXIA AND LEARNING DIFFICULTIES. REVISTA IBERO-AMERICANA DE ESTUDOS EM EDUCACAO, v. 17, n. 1, p. 14-pg., 2022-01-01. (16/04831-2)

Academic Publications

(References retrieved automatically from State of São Paulo Research Institutions)

CHIARAMONTE, Thaís Contiero. Phonological processing and spelling in developmental dyslexia and learning difficulties. 2018. Master's Dissertation - Universidade Estadual Paulista (Unesp). Faculdade de Filosofia e Ciências. Marília Marília.