Students' Performance In Phonological Awareness, Rapid Naming, Reading, And Writing.

dc.creatorCapellini, Simone Aparecida
dc.creatorLanza, Simone Cristina
dc.date
dc.date2015-11-27T13:18:23Z
dc.date2015-11-27T13:18:23Z
dc.date.accessioned2018-03-29T01:11:53Z
dc.date.available2018-03-29T01:11:53Z
dc.identifierPró-fono : Revista De Atualização Científica. v. 22, n. 3, p. 239-45
dc.identifier1809-399X
dc.identifier
dc.identifierhttp://www.ncbi.nlm.nih.gov/pubmed/21103712
dc.identifierhttp://repositorio.unicamp.br/jspui/handle/REPOSIP/199109
dc.identifier21103712
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/1299342
dc.descriptionphonological awareness, rapid naming, reading and writing in students with learning difficulties of a municipal public school. to characterize and compare the performance of students from public schools with and without learning difficulties in phonological awareness, rapid naming, reading and writing. participants were 60 students from the 2nd to the 4th grades of municipal public schools divided into 6 groups. Each group was composed by 10 students, being 3 groups of students without learning difficulties and 3 groups with students with learning difficulties. As testing procedure phonological awareness, rapid automatized naming, oral reading and writing under dictation assessments were used. the results highlighted the better performance of students with no learning difficulties. Students with learning difficulties presented a higher ratios considering time/speed in rapid naming tasks and, consequently, lower production in activities of phonological awareness and reading and writing, when compared to students without learning difficulties. students with learning difficulties presented deficits when considering the relationship between naming and automatization skills, and among lexical access, visual discrimination, stimulus frequency use and competition in using less time for code naming, i.e. necessary for the phoneme-grapheme conversion process required in the reading and writing alphabetic system like the Portuguese language.
dc.description22
dc.description239-45
dc.languageeng
dc.languagepor
dc.relationPró-fono : Revista De Atualização Científica
dc.relationPro Fono
dc.rightsaberto
dc.rights
dc.sourcePubMed
dc.subjectCase-control Studies
dc.subjectChild
dc.subjectFemale
dc.subjectHumans
dc.subjectLearning Disorders
dc.subjectMale
dc.subjectNames
dc.subjectPhonetics
dc.subjectReaction Time
dc.subjectReading
dc.subjectSemantics
dc.subjectStatistics, Nonparametric
dc.subjectStudents
dc.subjectWriting
dc.titleStudents' Performance In Phonological Awareness, Rapid Naming, Reading, And Writing.
dc.typeArtículos de revistas


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