Full text
| |
| Author(s): |
Thaís Contiero Chiaramonte
Total Authors: 1
|
| Document type: | Master's Dissertation |
| Press: | Marília. 2018-04-19. |
| Institution: | Universidade Estadual Paulista (Unesp). Faculdade de Filosofia e Ciências. Marília |
| Defense date: | 2018-03-22 |
| Advisor: | Simone Aparecida Capellini |
| Abstract | |
This study has a aimed to investigate the performance profile of phonological processing and spelling writing in Developmental Dyslexia and Learning Difficulties. Method: Participated in this study 75 students with aged 8 to 11 years and 11 months of Elementary School I, of both sexes, were divided into three groups: GI: 25 students with developmental dyslexia; GII: 25 students with learning difficulties and GIII: 25 students with good academic performance paired with GI and GII. All the students in this study were submitted to Metalinguistic Skills and Reading Tests (PROHMELE); Automatic Rapid Namingn Test (RAN) and Spelling Assessment Protocol (Pró-Ortografia). The results and the degree of relationship between the analyzed variables. Results: The results showed that in the intergroup comparison the performance of the GI and GII groups resemble each other, and the performance of the GI and GIII groups and the GII and GIII groups differ. When analyzing the correlation between the groups in the tests evaluated, it was possible to find statistically significant relationships of all the groups analyzed in the correct tests of the Pro-Ortografia and the errors of the Tests of Repetition of Non-Words; positive relation between the errors of the Dictation of Words, Dictation of Figures, Thematic Writing, and Phrase Dictation when related to the Non-Words repetition tests in GI, GII and GIII. There was also a positive relation between the test of Dictation of Pseudowords and Repetition of Non-Words in the GI and GIII groups. Conclusion: The performance of the students of the GI is similar to the performance of the students of the GII. It was also possible to observe relations between the phonological processing abilities with the spelling through the positive relations existing between the types of orthographic errors and the errors presented in the tests that evaluated the phonological processing in the three groups evaluated. (AU) | |
| FAPESP's process: | 16/04831-2 - Relationship between phonological processing skills and spelling in students with learning difficulties and learning disorders |
| Grantee: | Thaís Contiero Chiaramonte |
| Support Opportunities: | Scholarships in Brazil - Master |