Phonological working memory and reading in students with dyslexia

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dc.contributor.authorCarvalho, Carolina A. F. de
dc.contributor.authorKida, Adriana de S. B.
dc.contributor.authorCapellini, Simone Aparecida [UNESP]
dc.contributor.authorAvila, Clara R. B. de
dc.contributor.institutionUniversidade Federal de São Paulo (UNIFESP)
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2014-12-03T13:10:28Z
dc.date.available2014-12-03T13:10:28Z
dc.date.issued2014-07-18
dc.description.abstractPurpose: To investigate parameters related to fluency, reading comprehension and phonological processing (operational and short-term memory) and identify potential correlation between the variables in Dyslexia and in the absence of reading difficulties.Method: One hundred and fifteen students from the third to eighth grade of elementary school were grouped into a Control Group (CG) and Group with Dyslexia (GDys). Reading of words, pseudowords and text (decoding); listening and reading comprehension; phonological short-term and working memory (repetition of pseudowords and Digit Span) were evaluated.Results: The comparison of the groups showed significant differences in decoding, phonological short-term memory (repetition of pseudowords) and answers to text-connecting questions (TC) on reading comprehension, with the worst performances identified for GDys. In this group there were negative correlations between pseudowords repetition and TC answers and total score, both on listening comprehension. No correlations were found between operational and short-term memory (Digit Span) and parameters of fluency and reading comprehension in dyslexia. For the sample without complaint, there were positive correlations between some parameters of reading fluency and repetition of pseudowords and also between answering literal questions in listening comprehension and repetition of digits on the direct and reverse order. There was no correlation with the parameters of reading comprehension.Conclusion: GDys and CG showed similar performance in listening comprehension and in understanding of explicit information and gap-filling inference on reading comprehension. Students of GDys showed worst performance in reading decoding, phonological short-term memory (pseudowords) and on inferences that depends on textual cohesion understanding in reading. There were negative correlations between pseudowords repetition and TC answers and total score, both in listening comprehension.en
dc.description.affiliationUniv Fed Sao Paulo, Speech Language & Hearing Dept, BR-04023062 Sao Paulo, Brazil
dc.description.affiliationState Univ Sao Paulo, Speech Language & Hearing Dept, Marilia, Brazil
dc.description.affiliationUnespState Univ Sao Paulo, Speech Language & Hearing Dept, Marilia, Brazil
dc.format.extent8
dc.identifierhttp://dx.doi.org/10.3389/fpsyg.2014.00746
dc.identifier.citationFrontiers In Psychology. Lausanne: Frontiers Research Foundation, v. 5, 8 p., 2014.
dc.identifier.doi10.3389/fpsyg.2014.00746
dc.identifier.fileWOS000339118000001.pdf
dc.identifier.issn1664-1078
dc.identifier.lattes9057316530389548
dc.identifier.urihttp://hdl.handle.net/11449/112163
dc.identifier.wosWOS:000339118000001
dc.language.isoeng
dc.publisherFrontiers Research Foundation
dc.relation.ispartofFrontiers in Psychology
dc.relation.ispartofjcr2.089
dc.relation.ispartofsjr1,043
dc.rights.accessRightsAcesso aberto
dc.sourceWeb of Science
dc.subjectworking memoryen
dc.subjectdyslexiaen
dc.subjectlanguageen
dc.subjectreadingen
dc.subjectcomprehensionen
dc.titlePhonological working memory and reading in students with dyslexiaen
dc.typeArtigo
dcterms.rightsHolderFrontiers Research Foundation
unesp.author.lattes9057316530389548
unesp.campusUniversidade Estadual Paulista (Unesp), Faculdade de Filosofia e Ciências, Maríliapt

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