Early undernutrition as a cause of changes in phonological processing skills
Desnutrição precoce como causa de alterações em habilidades de processamento fonológico
Patrícia Aparecida Zuanetti; Maria Fernanda Laus; Sebastião de Sousa Almeida; Marisa Tomoe Hebihara Fukuda
Abstract
Purpose: to determine whether undernutrition in the first years of life affects the phonological awareness skills, the phonological working memory and the school performance of children.
Methods: the participants were children with a history of moderate/severe undernutrition during their first years of life (G1) who achieved nutritional recovery (n = 15). The performance of G1 in different cognitive tasks (phonological awareness at the syllable and phoneme level, phonological working memory – repetition of digits and pseudowords, and reading, writing and arithmetic activities) was compared to that of children with school difficulties (G2) (n = 15) and without school difficulties (G3) (n = 15), all eutrophic ones.
Results: the performance of G1 was worse than that of the other two groups in all tasks evaluated (mean score of G1, G2 and G3 and p-values: phonological awareness: 31, 41, 57 - 0.01; repetition of direct order digits: 18, 23, 28 - 0.001; writing: 4, 10, 22 - 0.001; reading: 26, 45, 65-0.001; arithmetic: 4, 7, 11- 0.001).
Conclusion: the results demonstrate that undernutrition affected the cognitive development, causing changes in important cognitive skills for the development of written language.
Keywords
Resumo
Objetivo: determinar se a desnutrição nos primeiros anos de vida afeta as habilidades de consciência fonológica, a memória de trabalho fonológica e o desempenho escolar de crianças.
Métodos: participaram do estudo crianças com história de desnutrição moderada/grave nos primeiros anos de vida (G1) que alcançaram recuperação nutricional (n = 15). O desempenho do G1 em diferentes tarefas cognitivas (consciência fonológica em nível silábico e fonêmico, memória de trabalho fonológica – repetição de dígitos e pseudopalavras, e atividades de leitura, escrita e aritmética) foi comparado com o de crianças com dificuldades escolares (G2) (n = 15) e sem dificuldades escolares (G3) (n = 15), todas eutróficas.
Resultados: o desempenho do G1 foi pior que o dos outros dois grupos em todas as tarefas avaliadas (escore médio de G1, G2 e G3 e valores de p: consciência fonológica: 31, 41, 57 - 0,01; repetição de dígitos em ordem direta: 18, 23, 28 - 0,001; escrita: 4, 10, 22 - 0,001; leitura: 26, 45, 65 - 0,001; aritmética: 4, 7, 11 - 0,001).
Conclusão: os resultados demonstram que a desnutrição afetou o desenvolvimento cognitivo, causando alterações em importantes habilidades cognitivas para o desenvolvimento da linguagem escrita.
Palavras-chave
Referências
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Submetido em:
20/12/2018
Aceito em:
10/05/2019
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