Performance of students with dyslexia and attention deficit disorder with hyperactivity in the reading assessment processes
DOI:
https://doi.org/10.7322/jhgd.20022Keywords:
reading, dyslexia, attention deficit disorder with hyperactivityAbstract
This study aimed to characterize and to compare the performance of students with an interdisciplinary diagnosis of dyslexia and attention deficit hyperactivity disorder (ADHD) in students with good academic performance on the reading processes. Sixty students from both genders, from 2nd to 4th grades of municipal public schools in Marília - SP participated in this study, they were distributed as follows: GI, 20 students with interdisciplinary diagnosis of dyslexia; GII, 20 students with ADHD and GIII, 20 students with good academic performance, paired according to gender, age and grade level with GI and GII. The students were submitted to the application of the assessment of reading processes (PROLEC) composed by four processes: letters identification, lexical, syntactical and semantic. The results highlighted that the students of GIII showed superior performance comparing with GI and GII. There was difference between GI and GII only in low frequency word reading and non words reading of the lexical process. The inferior performance from GI and GII in the PROLEC tests can be justified by the difficulty on the coding and decoding abilities. In ADHD students this difficulty was due to impaired interaction between the visual, linguistic, attention and auditory processing and in the dyslexic students was due to failure at the phonological mediation process, which depends on the knowledge of rules of grapheme - phoneme conversion to the acquisition of word reading. These changes affect the reading achievement and the comprehension of the read text.Downloads
References
Harn BA, Stoolmiller M, Chard, DJ. Measuring the Dimensions of Alphabetic Principle on the Reading Development ofFirst Graders. The Role of Automaticity and Unitization. J Learn Disabil. 2008;41(2): 143-57.
Cunha VLO, Capellini SA . Desempenho de escolares de 1ª a 4ª série do ensino fundamental nas provas de habilidades metafonológicas e de leitura - PROHME-LE. Rev. Soc Bras Fonoaudiol. 2009;14(1):56-68.
Barrera SD, Maluf MR. Consciência metalinguística e alfabetização: um estudo com crianças da primeira série do ensino fundamental. Psicol Reflex Crit. 2003;16(3):491-502.
Gindri G, Keske-Soares M, Mota HB. Memória de trabalho, consciência fonológica e hipótese de escrita. Pró-Fono: Rev Atual Cient. 2007;19(3):313-22.
American Academy of Pediatrics. Clinicalpractice guideline: diagnosis and evaluation of the child with attention-defict/hyperactivity disorder. Pediatrics. 2000; 105: 1158-1170.
Barkley RA, Fischer M, Smallish L, Fletcher K. The persistence of attention-deficit/hyperactivity disorder into young adulthood as a function of reporting source and definition of disorder. J Abnorm ChildPsychol.2002;111(2):279-89.
Faraone SV. Report from the 4th international meeting of the attention deficit hyperactivity disorder molecular genetics network. Am J Med Genet. 2003;121(1): 55-9.
Mattos P, Palmini A, Salgado CA, Segenreich D, Grevet E, Oliveira IR, et al. Painel brasileiro de especialistas sobre diagnóstico do transtorno de déficit de atenção/hiperatividade (TDAH) em adultos. Rev Psiquiatr RS. 2006;28(1):50-60.
American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. (DSM-IV) 4ª ed. Washing-ton (DC): American Psychiatric Association; 1994. p.46-53.
Graeff RL, Vaz CE. Personalidade de Crianças com transtorno de déficit de atenção e hiperatividade (TDAH) por meio do Rorschach. Psic Teor Pesq. 2006;22(3):269-76.
Rohde LA, Biederman J, Busnello EA, Zimmermann H, Schmitz M, Martins S et al. ADHD in a school sample of Brazilian adolescents: a study of prevalence, comorbid conditions, and impairments. J Am Acad Cild Adolesc Psychiatry. 1999;38: 716-22.
Kessler RC, Adler LA, Barkley R, Conner CK, Faraone SV, Greenhill LL, Jaeger S, et al. Patterns and Predictor of attention-deficit/hyperactivity disorder persistence into adulthood: Results from the national comorbidity survey replication. Biol Psychiatry. 2005;57(11):1442-51.
Lima CC, Albuquerque G. Avaliação de linguagem e co-morbidade com transtornos de linguagem. In: Rohde LA, Mattos P, editors. Princípios e práticas em TDAH. Porto Alegre: Artmed; 2003. p.117-42.
Pastura GMC, Mattos P, Araújo APQC. Desempenho escolar e transtorno do déficit de atenção e hiperatividade. Revista de Psiquiatria Clínica. 2005;32(6):324-9.
Capovilla AGS, Assef ECS, Cozza HFP. Avaliação neuropsicológica das funções executivas e relação com desatenção e hiperatividade. Aval Psicol. 2007;6(1):51-60.
Capovilla AGS, Cozza HFZ, Capovilla FC, Macedo EC. Funções executivas em crianças e correlação com desatenção e hiperatividade. Temas Desenvolv. 2005; 14(82):4-14.
Grevet EH, Abreu PB, Shansis F. Propos-ta de uma abordagem psicoeducacional em grupos para pacientes com transtorno de déficit de atenção/hiperatividade. Rev Psiquiatr RS. 2003;25(3):446-52.
Hurks PPM, Hendriksen JGM, Vles JSH, Kalff AC, Feron FJM, Kroes M, et al. Verbal fluency over time as a measure of automatic and controlled processing in children with ADHD. Brain Cognition. 2004;55(3):535-44.
Saboya E, Saraiva D, Palmini A, Lima P, Coutinho G. Disfunção executiva como uma medida de funcionalidade em adultos com TDAH. J Bras Psiquiatr. 2007;56(Supl1): 30-3.
Ygual-Fernández A, Miranda-Casas A, Cervera-Mérida JF. Dificultades em lá dimensiones de forma y contenido dellenguaje em los niños com trastorno por déficit de atención com hiperactividad. Rev Neurol Clín. 2000;1:193-202.
Gallardo-Paúls B, Martinéz MG, Campos VM. Pragmática textual em adolescentes con trastorno por déficit de atención/hiperactividad: argumentación. Rev Neurol. 2010;50(Supl3):113-7.
Lyon GR, Shaywitz SE, Shaywitz BA. Defining dyslexia, comorbidity, teacher’s knowledge of language and reading. Ann Dyslexia. 2003,53:1-14.
Germano GD, Capellini SA. Eficácia do programa de remediação auditivo-visual computadorizado em escolares com dislexia. Pró-Fono: Rev Atual Cient. 2008;20(4):237-42.
Pennala R, Eklund K, Hämäläinen K, Richardson U, Martin M, Leiwo M, et al. Perception of phonemic length and its relation to reading and spelling skills in children with family risk for dyslexia in the first three grades of school. J Speech Lang Hear Res, 2010 Jun; 53 (3):710-724.
Escribano CL. Evaluation of the doube-deficit hypothesis subtype classification of reader in Spanish. J Learn Disabil. 2007;40(4): 319-30.
Bedmarek D, Saldaña D, García I. Visual versus phonological abilities in Spanish dyslexic boys and girls. Brain and Cognition. 2009;70:273-8.
Cerdán R, Abarca EV, Martínez T, GilabertR, Gil L. Impacto f question-answering tasks on research processes and reading comprehension. Learning andInstruction. 2009;19:13-27.
Jiménez JE, Rodríguez C, Ramírez G. Spanish developmental dyslexia. Prevalence, cognitive profile, and homeliteracy experiences. J Exp Child Psychol.2009;103:167-85.
Ponsa I, Quiroga JAR, Ribasés M, BoschR, Bielsa A, Ordeig MT, et al. Absence of cytogenetic effects in children and adults with attention-deficit/hyperactivity disorder treated with methylphenidate. Mutation Research.2009;666:44-9.
Villagrán MA, Guzmán, JIN, Jiménez IM, Cuevas CA, Consejeto, EM, Olivier PR. Velocidad de nombrar y consciência fonológica en el aprendizaje inicial de lalectura. Psicothema. 2010;22(3):436-42.
Cuetos F, Rodríguez B, Ruano E. Evaluación de los procesos lectores. Madrid: TEA Ediciones; 1996.
Ramos JL, Cuetos F. PROLEC-SE; Evaluación de los procesos lectores emalamos de 3er ciclo de primaria y secundaria (b). Madrid: TEA Ediciones; 1999.
Secretaria da Coordenação e Planejamento, Fundação de Economia e Estatística(FEE). Índice de desenvolvimento Socio-econômico (IDESE). 2005 [acesso em 20jan 2011] Disponível em: http://www.fee.tche.br/sitefee/pt/content/estatisticas/pg_idese.php
Capellini SA, Oliveira AM, Cuetos F. PROLEC: Provas de avaliação dos processos de leitura. São Paulo (SP): Casa do Psicólogo; 2010.
Piasta SB, Wagner RK. Learning letter names and sounds: Effects of instruction, letter type, and phonological processing skill. J Exp Child Psychol. 2010; 105(4):324-344.
Germano GD, Pinheiro FH, Cunha VLO. Avaliação e intervenção nas habilidades metalinguísticas In: Capellini SA, Germano GD, Cunha VLO. Transtornos de aprendizagem e transtornos da atenção: da avaliação à intervenção. São José dos Campos, SP: Pulso Editorial. 2010. p.35-48.
Pinheiro FH, Germano GD, Capellini SA. A influência do treinamento auditivo para o desenvolvimento de habilidades fonológicas e silábicas em escolares com distúrbio de aprendizagem. Temas Desenvolvimento. 2010;17:79-84.
Messina LF, Tiedemann KB. Avaliação da memória de trabalho em crianças com transtorno do déficit de atenção e hiperatividade. Psicol USP. 2009,20(2):209-28.
Oliveira CG; Albuquerque PB. Diversidade de resultados no estudo do transtorno de déficit de atenção e hiperatividade. Psic.Teor. Pesq.2009;25(1):93-102.
Miranda-Casas A, Fernandéz MI, Robledo P, García-Castellar R. Comprensión de textos de estudiantes con trastorno por déficit de atención/hiperactividad: ¿qué papelde sempeñan las funciones ejecutivas?. Rev Neurol. 2010; 50(supl3):135-42.
O’Connor RE, Swanson HL, Geraghty C. Improvement in reading rate under independent and difficult text levels: Influences on word and comprehension skills. J Educ Psychol. 2010;102(1):1-19.
Lobo, PAS, Lima, LAM. Comparação do desempenho em leitura de palabras de crianças com e sem transtorno de déficit de atenção/hiperatividade. Rev Cefac2008; 10(4):471-83.
Papazian O, Alfonso I, Luzondo RJ, Araguez N. Entrenamiento de la función ejecutiva en pré escolares con trastorno pordéficit de atención/ hiperactividad combinado: estudio prospectivo, controlado y aleatorizado. Rev. Neurol. 2009; 48(supl2): 119-22.
Downloads
Published
Issue
Section
License
CODE OF CONDUCT FOR JOURNAL PUBLISHERS
Publishers who are Committee on Publication Ethics members and who support COPE membership for journal editors should:
- Follow this code, and encourage the editors they work with to follow the COPE Code of Conduct for Journal Edi- tors (http://publicationethics.org/files/u2/New_Code.pdf)
- Ensure the editors and journals they work with are aware of what their membership of COPE provides and en- tails
- Provide reasonable practical support to editors so that they can follow the COPE Code of Conduct for Journal Editors (http://publicationethics.org/files/u2/New_Code.pdf_)
Publishers should:
- Define the relationship between publisher, editor and other parties in a contract
- Respect privacy (for example, for research participants, for authors, for peer reviewers)
- Protect intellectual property and copyright
- Foster editorial independence
Publishers should work with journal editors to:
- Set journal policies appropriately and aim to meet those policies, particularly with respect to:
– Editorial independence
– Research ethics, including confidentiality, consent, and the special requirements for human and animal research
– Authorship
– Transparency and integrity (for example, conflicts of interest, research funding, reporting standards
– Peer review and the role of the editorial team beyond that of the journal editor
– Appeals and complaints
- Communicate journal policies (for example, to authors, readers, peer reviewers)
- Review journal policies periodically, particularly with respect to new recommendations from the COPE
- Code of Conduct for Editors and the COPE Best Practice Guidelines
- Maintain the integrity of the academic record
- Assist the parties (for example, institutions, grant funders, governing bodies) responsible for the investigation of suspected research and publication misconduct and, where possible, facilitate in the resolution of these cases
- Publish corrections, clarifications, and retractions
- Publish content on a timely basis
