Desenvolvimento lexical, alterações fonoaudiológicas e desempenho escolar: revisão de literatura

Abstract

Resumo: O desenvolvimento lexical está diretamente relacionado com a capacidade de compreender e produzir vários tipos de significados. Quando se deseja representar um objeto, um atributo ou qualquer outro tipo de informação, o léxico mental é acessado. Para que este desenvolvimento seja adequado faz-se necessário o processo de aprendizagem de palavras e que ocorra a associação entre elas. Esse estudo tem como objetivo analisar e compilar achados acerca das relações entre desenvolvimento lexical, desvio fonológico, consciência fonológica, desempenho escolar e processamento auditivo por meio de revisão de literatura. As produções científicas encontradas apontam a relevância do desenvolvimento lexical para a aquisição fonológica e posteriormente para a aquisição da linguagem escrita. Quanto à fonologia, os artigos encontrados expõem a importância do adequado desenvolvimento lexical para que a aquisição fonológica se dê efetivamente.

Association between auditory temporal and visual processing in reading skill

“…The identification and intervention processes employed in patients with dyslexia are different from those used in visual processing disorders 17 . The diagnosis and treatment of dyslexia involve phonological and lexical intervention sessions 3,39 . It's essential to enable education professionals to identify early the symptoms and signs of visual stress in the reading of literate students, particularly those with alteration in auditory processing, so that they may be referred for health professionals to investigate and intervene in ophthalmic problems and visual processing disorders 15,40 .…”

“…For the last 20 years, progress in neurosciences and cognitive psychology have contributed to a better understanding of neuronal mechanisms involved in the act of reading. Reading is a complex multisensorial process, which involves visual perception/processing, visual memory, visual-auditory association, auditory memory/recognition, phonological processing, oral expression, and verbal processes [1][2][3] .…”

Influência do processamento fonológico no mau desempenho escolar: revisão sistemática de literatura

“…In this context, phonological processing appears as a topic of interest in previous studies (3)(4)(5) , since it concerns the use of phonological information in the processing of oral and written language. It can be divided into three skills: phonological awareness, phonological memory and lexical access (2,3) .…”

“…It can be divided into three skills: phonological awareness, phonological memory and lexical access (2,3) . Such skills are associated with learning success, as they are responsible, respectively, for the ability to analyze the sound structure of speech, information retention and quick access to representations of the phonological information of the language (2)(3)(4)(5) .…”

“…At the beginning of the school process, children may present discrepant performances in the acquisition of reading and writing due to the peculiarities of the phonological processing skills (4) . Thus, variations in individual skills in the treatment of information can be more easily observed and analyzed in the initial years of literacy, since this is considered the critical period in the consolidation of cognitive processes (4)(5) . Thus, the assessment of phonological processing skills allows the identification of the difficulties presented and contributes to the design of prevention actions, as well as the intervention process (4,(6)(7) .…”