Processamento da linguagem no Transtorno do Déficit de Atenção e Hiperatividade (TDAH)

Albuquerque, Guiomar; Maia, Marcus; França, Aniela Improta; Mattos, Paulo; Pastura, Giuseppe

doi:10.1590/s0102-44502012000200003

Cited by 9 publications

(13 citation statements)

References 6 publications

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“…The understanding of texts, passages, and online comprehension was worse in ADHD groups with or without comorbidity of learning disorder, as shown in six studies 9,11,16,[20][21][22] . The symptoms of individuals with ADHD, such as impulsivity, deficit in inhibitory control, hyperactivity, along with the difficulties in reading present seem to interfere indirectly in reading comprehension, although the etiology of comprehension difficulties in ADHD is not very clear16.…”

Section: Related Reading Skillsmentioning

confidence: 83%

“…Processamento da linguagem no Transtorno de Déficit de Atenção e Hiperatividade (TDAH) (11) 27 children and adolescents with ADHD, 27 pairs for the control group. Reduction to 21 children and adolescents with ADHD and 22 in the control group as the tests were administered again and in a more objective fashion; Reduction to 15 individuals in each group as the test Lexical decision with visual input was administered again.…”

Section: Articlementioning

confidence: 99%

“…The area that showed the greater deficits in the groups with ADHD or groups with a comorbidity (ADHD and learning disabilities) were speed and accuracy of reading 6,7,[9][10][11][12][13][14][15][16][17] . Fluency and reading accuracy are important elements, since they allow monitoring of possible changes in the development of reading 32 .…”

Section: Related Reading Skillsmentioning

confidence: 99%

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Profile of reading difficulties in children with attention deficit hyperactivity disorder: a literature review

Paula¹,

Navas²

2018

Rev. CEFAC

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Purpose: to characterize the reading alterations in individuals with attention deficit hyperactivity disorder. Methods: PubMed and SciELO platforms from 2006 to 2016 with the keywords "reading" and "attention deficit hyperactivity disorder", with their equivalents in Portuguese, were searched. Results: seven hundred ninety articles were found in the two databases, of which 119 were relevant. After a full reading, twenty five articles were selected for the analysis, according to relevance and other exclusion/inclusion criteria. In 21 of the studies, individuals with attention deficit hyperactivity disorder presented worse performance in reading, as compared with their peers. Of these, 14 studies identified a delay in some skills that are important for reading: processing speed, reading accuracy, phonological awareness, comprehension and/or orthographic processing. Conclusion: these results corroborate other studies that have verified the presence of a deficit in academic performance, especially in reading skills, in individuals with attention deficit hyperactivity disorder, that may persist in their adulthood.

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Section: Related Reading Skillsmentioning

confidence: 83%

Section: Articlementioning

confidence: 99%

Section: Related Reading Skillsmentioning

confidence: 99%

See 1 more Smart Citation

Profile of reading difficulties in children with attention deficit hyperactivity disorder: a literature review

Paula¹,

Navas²

2018

Rev. CEFAC

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“…The identification and manipulation skills of phonemes are considered as complex, since the student is required to perform two operations. Besides demanding greater attention to the stimulus, the student must retain and execute the requested instruction, organize and plan the response, besides retrieving the information stored for some time in his/her memory 25,[34][35][36] .…”

Section: Discussionmentioning

confidence: 99%

Desempenho de escolares com transtorno do déficit de atenção com hiperatividade em habilidades metalinguísticas, leitura e compreensão leitora

2017

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Purpose: to characterize and compare the performance of students with Attention Deficit Hyperactivity Disorder in metalinguistic skills, reading and reading comprehension in students with good academic performance. Methods: 30 participants from primary schools, of both genders, aged from 8 to 12 years and 11 months, divided into two groups: Group I consisted of 15 students diagnosed with Attention Deficit Hyperactivity Disorder and Group II composed of 15 students with good academic performance. The students were matched byage, grade level and gender. The students were submitted to Metalinguistic Skills Tests, Reading Protocol and Reading Comprehension Tests. Results: differences were found between Group I and Group II for skills regarding initial and final phonemic identification, syllable and phonemes subtraction and addition, as well as phonemic segmentation. The performance of Group I was also inferior than that of Group II, in Reading protocol and repetition of non-words. There was no statistically significant difference between the groups in reading comprehension performance. Conclusion: students with Attention Deficit Hyperactivity Disorder presented inferior performance in relation to reading protocol and in more complex metalinguistic skills, which required retention, analysis and information retrieval, when compared to the control group. In regard to reading comprehension, both groups presented lower performance, with similar results. The American Psychiatric Association 14 characterizes ADHD as a common neuropsychiatric disorder in childhood, with prevalent symptoms as inattention, hyperactivity, and impulsivity. Studies indicate that difficulties encountered in ADHD can be observed in more than one cognitive domain. The components of the executive functions most associated with possible cognitive impairments comprise planning, directed and selective attention, behavior regulation and motivation [14][15][16][17][18] , mainly caused by structural and chemical dysfunctions in the prefrontal cortex 19 . Therefore, ADHD can be understood as a disorder with heterogeneous manifestations which causes broad impairments in cognitive and interpersonal functioning, presenting behavioral changes and low school performance, as main complaints 17,18,20 . In regard to reading, studies 15,[21][22][23][24][25] indicated that students with ADHD present difficulties related to decoding, such as reading errors due to graphemephoneme mismatches, sequencing failures in reading graphemes, errors by omission and by substitution of graphemes and / or words. These difficulties are caused by attention problems and use of the working memory to manage information necessary for the phonological processing of the items, and essential for making the correct orthographic representations of the words.As for metalinguistic skills, students with ADHD present difficulties in activities which require greater attention and working memory, such as syllabic and phonemic manipulation 25. In addition, studies have shown that student...

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“…De acordo com Gordon, et al (1993) Diversos estudos em inglês (Gordon et al, 1993;Kenisson & Gordon, 1997); estudos do mandarim (Yang et al, 2001); e em francês (Ermst, 2007) Vários estudos em português brasileiro (PB) também encontraram a RNP (Leitão, 2005;Queiroz & Leitão, 2008, Albuquerque, 2008Leitão & Simões, 2011;Vasconcelos & Leitão, 2012;Alves, 2012;Leitão, Ribeiro e Maia, 2012). Em todos esses estudos, os estímulos foram controlados para que os elementos correferenciais estivessem sempre em posição e função de paralelismo estrutural.…”

Section: Fundamentação Teóricaunclassified

Influência do Paralelismo Estrutural no Processamento da Correferência de Pronomes e de Nomes Repetidos / Influence of Structural Parallelism on the Processing of Pronouns and Repeated Names

Barbosa

Lima

2019

IDonline

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Resumo: O objetivo deste trabalho é observar o efeito do paralelismo estrutural na correferência pronominal e de nome repetido. O experimento tem como variáveis independentes o tipo de retomada (pronome ou nome repetido) e o paralelismo estrutural (antecedente em posição paralela ou não), já a variável dependente é o tempo de leitura do pronome ou do nome. Nossa hipótese, é que o paralelismo facilite o estabelecimento da correferência de pronomes e tenha o efeito contrário com o nome repetido. Já quando não houver paralelismo, tal efeito não será encontrado. Utilizamos a técnica on-line de leitura automonitorada. Os dados coletados foram submetidos à teste de análise de variância (ANOVA), mostrando resultados significativos para tipo de retomada, para efeito de paralelismo e para interação das variáveis. Houve o efeito da Penalidade do Nome Repetido, porém, na análise do segmento póscrítico não houve Penalidade nas frases sem paralelismo estrutural corroborando assim nossa hipótese inicial. Palavras-chave: Penalidade do Nome repetido; Paralelismo Estrutural; Processamento correferencial.Abstract: The objective of this paper is to observe the effect of structural parallelism in the coreference of pronouns and repeated-name anaphors. The self-paced reading experiment had as independent variables the type of anaphor (pronoun or repeated names) and the structural parallelism (anaphor parallel to its antecedent or not), and as dependent variable the reading time of the anaphor. As hypothesis, parallelism is supposed to establish the coreference of pronouns and have an opposite effect on repeated names; when there is no parallelism, such effect should not be found. The data was analysed through an ANOVA and showed significant results for type of anaphor, for parallelism and for the interaction between variables. The Repeated-Name Penalty was found in the data, but, analysing the post critical segment, this effect was not found in sentences that did not sustain the parallelism between antecedent and anaphor, which goes in accordance with the initial hypothesis.

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Processamento da linguagem no Transtorno do Déficit de Atenção e Hiperatividade (TDAH)

Cited by 9 publications

References 6 publications

Profile of reading difficulties in children with attention deficit hyperactivity disorder: a literature review

Profile of reading difficulties in children with attention deficit hyperactivity disorder: a literature review

Desempenho de escolares com transtorno do déficit de atenção com hiperatividade em habilidades metalinguísticas, leitura e compreensão leitora

Influência do Paralelismo Estrutural no Processamento da Correferência de Pronomes e de Nomes Repetidos / Influence of Structural Parallelism on the Processing of Pronouns and Repeated Names

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