Desempenho de escolares com dislexia do desenvolvimento em tarefas fonológicas e silábicas
Performance of students with developmental dyslexia in phonological and syllabic tasks
Giseli Donadon Germano; Fábio Henrique Pinheiro; Simone Aparecida Capellini
Resumo
Objetivos: caracterizar o desempenho em tarefas fonológicas e silábicas de escolares com dislexia do desenvolvimento e comparar estes achados com o desempenho de alunos com bom desempenho escolar.
Métodos: participaram deste estudo 26 escolares na faixa etária de oito a 12 anos, de ambos os sexos, da 2ª a 4ª séries do Ensino Fundamental municipal da cidade de Marilia-SP. Foram divididos em GI: 13 escolares com dislexia do desenvolvimento atendidos no Centro de Estudos da Educação e Saúde – CEES/UNESP, e GII: 13 escolares com bom desempenho acadêmico, pareados segundo sexo, idade e escolaridade com o GI. Como procedimento foi utilizada a Prova de Consciência Fonológica – Instrumento de Avaliação Sequencial – CONFIAS. Os resultados foram analisados estatisticamente pelo Teste Mann-Whitney e Teste Wilcoxon.
Resultados: os resultados evidenciaram diferença estatisticamente significante, sugerindo melhor desempenho do GII em relação ao GI nas tarefas fonêmicas e silábicas. O GI apresentou diferença estatisticamente significante nas tarefas silábicas e fonêmicas, com melhor desempenho nas tarefas silábicas. Os escolares do GII não apresentaram diferença estatisticamente significante quanto às tarefas silábicas, apenas entre as tarefas fonêmicas.
Conclusões: os escolares com dislexia apresentaram dificuldades nas tarefas de identificação de rima e produção de palavras com o som dado, indicando um déficit no acesso aos códigos fonológicos e representações fonológicas.
Palavras-chave
Abstract
Purpose: to characterize and to compare the performance in phonological and syllabic tasks of developmental dyslexia to good readers.
Methods: twenty-six students participated, with age varying between 8 and 12 years, both genders, of 2nd and 4th grades of the municipal elementary education of the city of Marília-SP. They were divided into GI: 13 developmental dyslexic students Center of Studies of the Education and Health – CEES/UNESP, and GII: 13 good readers, paired by gender, age and school level. As procedure we used the Test of Phonological Awareness – Instrument of Sequential Evaluation – CONFIAS. The results were statistically analyzed by Mann-Whitney Test and Wilcoxon Test.
Results: the results evidenced significant statistical difference, suggesting better performance of the GII in relation to the GI in the phonemic and syllabic tasks. The GI presented statistical significant difference in the syllabics and phonemic tasks, with better performance in the syllabic tasks. The students of the GII did not have significant statistical difference as for the syllabic tasks, just among phonemic tasks.
Conclusions: dyslexic students had difficulties in tasks of identification of rhymes and production of words with given sound, indicating a deficit in the access of phonological codes and phonological representations.
Keywords
Referências
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Submetido em:
16/06/2007
Aceito em:
18/12/2007
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