Consciência fonológica e a memória de trabalho de crianças com e sem dificuldades na alfabetização

Abstract

Keywordsand working memory test. Results: Children in the alphabetic phase presented a good development of phonological awareness, and 85% of them showed a high-performance working memory. Children in the syllabic-alphabetic phase had changes in phonological awareness, and 91.6% of them showed an average working memory performance. The subjects at pre-syllabic and syllabic phases demonstrated more difficulties in phonological awareness than those at syllabic-alphabetic and had a poor working memory performance. Between-group differences were observed for CONFIAS and working memory tests (p<0.0001). There was also a significant correlation (r=0.78, p=0.01) between the skills of phonological awareness and working memory for the total sample of individuals.Conclusions: Based on these results, it was found that as phonological awareness and working memory levels increased, the literacy phase also advanced, therefore showing that these are directly proportional measures. RESUMOObjetivo: Investigar as habilidades de consciência fonológica e memória de trabalho, bem como a sua influên-cia no processo de alfabetização em um grupo de crianças intelectualmente normais. Métodos: Participaram desta pesquisa 40 crianças de 7 anos e 6 meses a 8 anos, intelectualmente normais, dos segundo e terceiro anos do ensino fundamental. Estas foram organizadas em dois grupos com 20 cada, sendo um com dificuldade na alfabetização, e outro sem alterações nesse processo. Esses participantes foram submetidos ao teste RAVEN do quociente de inteligência, à avaliação audiométrica, ao teste de Consciência Fonológica -Instrumento de Avaliação Sequencial, à prova escrita de ditado e ao teste de memória de trabalho. Resultados: Os indivíduos que se encontram na fase alfabética apresentaram bom desenvolvimento da consciência fonológica e 85% deles, elevado desempenho da memória de trabalho. As crianças na fase silábico-alfabética apresentaram alterações na consciência fonológica e 91,6% delas mostraram um mediano desempenho da memória de trabalho. Os sujeitos que se encontram nas fases silábica e pré-silábica tiveram mais dificuldades na consciência fonológica do que aqueles na silábico-alfabética, e obtiveram um baixo desempenho da memória de trabalho. Houve diferença entre as médias dos grupos para os testes CONFIAS e memória de trabalho (p<0,0001). Houve uma correlação também significativa, r=0,78, com p=0,01, entre as habilidades de consciência fonológica e memória de trabalho para o total de sujeitos da amostra. Conclusões: Verificou-se que, na medida em que os níveis de consciência fonológica e memória de trabalho se elevam, a fase de alfabetização da criança também avança, sendo, portanto, medißdas diretamente proporcionais.

Exploratory and confirmatory factor analysis of the Roteiro de Avaliação da Consciência Fonológica, a phonological awareness test

“…This structure proved to be more feasible than the other structure tested for this measure. Therefore, in order to explain the configuration found in the present study, there are other aspects involved in phonological awareness that should be investigated besides working memory, which has already been reported in other studies (Cardoso et al, 2013;Cárnio et al, 2015;Soares et al, 2012;Vieira, 2014).…”

“…However, it is worth mentioning that the tasks are different and can have varying degrees of difficulty, a fact that has not yet been explored and is not the objective of this study. There are studies that show the importance of short-term memory for phonological awareness activities (Cardoso, Silva, & Pereira, 2013;Cárnio, Sá, Jacinto, & Soares, 2015;Soares, Jacinto, & Cárnio, 2012;Vieira, 2014); this variable may also influence the activities proposed.…”

Consciência fonológica em adultos não alfabetizados

“…Despite this difference in rank position, a significant correlation between reading performance at the end of the school year with the performance in rhyme judgment task and targeting 20,27 was found. As it already mentioned, phonological awareness is a skill that is positively correlated with the development of reading 4,7,[9][10][11][12][13][14][15] . Among the abilities that make the phonological awareness, the ability to segment demands from the reader attention to speech sounds.…”

“…Among all these tasks, phonemic awareness is considered the most complex level of phonological awareness 4,8 . Since the 70s, there is research 4,7,[9][10][11][12][13][14][15] investigating the importance of phonological awareness to reading acquisition. Among these surveys, it is emphatic that this skill is a facilitator for learning to read.…”

Working memory in children with phonetic deviation and phonological deviation

“…In this sense, failures in the system can cause damage in the development of speech and oral language, in lexical acquisition, in the process of learning, reading and understanding a text and in resolving mathematic problems (MAJERUS; VRANCKEN; VAN DER LIDEN, 2003 NAVAS, 2008;NEVO;BREZNITZ, 2013;GUEDES-GRANZOTTI et al, 2013;CARDOSO;SILVA;PEREIRA, 2013;TORRINGTON EATON;RATNER, 2016).…”