Elever med dyslexi har i svensk skola rätt till extra anpassningar, vilka ska svara upp mot elevernas behov gällande stöd för läsning och skrivning. I den här studien har vi utifrån en fenomenografisk forskningsansats undersökt hur elever i åk 5 - 6 med dyslexi beskriver sina extra anpassningar gällande läsning och skrivning med avseende på delaktighet och motivation. Åtta elever i tre mellansvenska skolor intervjuades enskilt. Den kvalitativa analysen av elevsvaren resulterade i ett utfall av sammanlagt tolv beskrivningskategorier, var och en bestående av varierade uppfattningar. Av dessa beskrivningskategorier utgör åtta kategorier elevers beskrivningar av sina extra anpassningar och vad som motiverat till läsning och skrivning eller inte utifrån dessa. Resultatet visar på lärarens betydelse för elevernas motivation utifrån de extra anpassningar som ges genom förmågan att anpassa utifrån elevens behov, vilka kan variera utifrån situation och skolämne. Resultatet visade även på betydelsen av teknik som stöd för läsning och skrivning samt att arbetet med en kamrat är den extra anpassning som eleverna beskriver påverkar arbetet med läsning och skrivning mest. Utfallet av elevernas beskrivningar gällande upplevelsen av delaktighet i valet av, genomförandet samt utvärderingar av sina extra anpassningar resulterade i fyra beskrivningskategorier. Resultatet visade på att eleverna i olika omfattning är delaktiga i utformandet av sina extra anpassningar. Vidare visade resultatet att upplevelsen av delaktighet till stor del påverkas av relationen mellan lärare och elev samt acceptans och erkännande från både lärare och skolkamrater. / Pupils with dyslexia have the right to special adjustments in Swedish schools, depending on the pupil´s needs regarding support for reading and writing. In this study we have, on the basis of a phenomenographic research approach, identified how pupils in grade 5–6 with dyslexia describe their adaptations for reading and writing with regard to participation and motivation. Data was collected through individual interviews with eight students in three Swedish schools. The observations were then examined using a qualitative method of analysis, which resulted in a total of twelve description categories, each containing varied perceptions. Of these description categories, eight categories represent students' descriptions of their extra adaptations and what motivates and discourages reading and writing. The results show the importance of working together with a classmate, which is the extra adaptation that the students describe as affecting their reading and writing the most. Furthermore, the students describe the importance of the teacher for motivating reading and writing, based on the teacher's ability to adapt to the student's needs, which can vary depending on the situation and discipline. The use of assistive technology as support for reading and writing was, according to the students, another important motivating factor. The outcome of the pupils descriptions regarding the level of participation in the choice, implementation and evaluations of their extra adaptations resulted in four description categories. The results showed that the pupils are involved in the design of their extra adaptations to varying degrees. Furthermore, the result showed that the level of participation is largely influenced by the relationship between teacher and student as well as acceptance and recognition from both teachers and schoolmates.

Made available in DSpace on 2016-04-04T18:28:12Z (GMT). No. of bitstreams: 1 RAUNI JANDE ROAMA ALVES.pdf: 1597487 bytes, checksum: 2c5fc0e1ecfc2b3e4750ae14cfbd068e (MD5) Previous issue date: 2013-12-13 / Pontif?cia Universidade Cat?lica de Campinas / Dyslexia is a disorder resulting from neuropsychological dysfunction and mostly causes difficulties in learning to read. International studies speculate that this framework does not only involve deficient cognitive skills, but also well developed, such as creativity. Starting from this hypothesis, the present study aimed to compare the creativity of children with dyslexia (GC) with children without difficulties in reading and writing (GN). It was also investigated how the intelligence is related to that performance in both groups. The GC was recruited at the Clinical Hospital of the State University of Campinas (UNICAMP) and the GN in a regular school of the state of S?o Paulo. It was investigated 13 children in each group, ranging in age from eight years to 11 years and eight months (GC: M=10,92+1,03; GN: M=10,61+0,50), with five females and eight males in group GC and nine females and four males in group GN. To survey the creativity was used the "Test of Figural Creativity for Children (TCFI) and for intelligence was administered the test "Raven Coloured Progressive Matrices (MPCR)", "Human Figure Drawing (DFH)" and "Wechsler Intelligence Scale for Children - third version (WISC-III)", the latter two only in GC. For the selection of the GN was used a questionnaire for parents and a semistructured interview for teachers to eliminate diagnostic criteria for dyslexia, besides the "Academic Performance Test", with the aim of selecting children with reading and writing performance expected for age and grade. The results showed no statistically significant differences between both groups in creativity. However, the GC had a lower average than the GN in the total TCFI, while also showed higher scores for 18 of the 31 characteristics evaluated by it. High correlation was observed between the MPCR and the TCFI in both groups and no significant correlations between the DFH and the WISC-III with the TCFI in GC. Some hypotheses have been formulated: the existence of possible relationships between creativity and executive functions, the latter being to the detriment of individuals with dyslexia, which could explain the result of the total TCFI; the influence of emotional and possibly aspects of personality that are characteristic of dyslexia, which could explain the better performance in the majority of the characteristics evaluated in TCFI. There was no pattern in the correlations between measures of intelligence and creativity in both investigated groups, as found in the literature. It is concluded that this study provided important findings for early clarification on a possible relationship between creativity and dyslexia, however, considering the complexity of both constructs, studies involving the investigation of their relations with other psychological variables as well as expansion and diversification of the sample are needed. / A dislexia ? um transtorno decorrente de disfun??es neuropsicol?gicas e acarreta principalmente dificuldades no aprendizado da leitura. Estudos internacionais especulam que esse quadro n?o somente envolveria habilidades cognitivas deficit?rias, mas tamb?m bem desenvolvidas, como a criatividade. Partindo-se dessa hip?tese, o presente estudo objetivou comparar a criatividade de crian?as com dislexia (GC) com o de crian?as sem dificuldades em leitura e escrita (GN). Tamb?m se investigou a rela??o entre criatividade e intelig?ncia em ambos os grupos. O GC foi recrutado no Hospital de Cl?nicas da Universidade Estadual de Campinas (UNICAMP) e o GN em uma escola de ensino regular de uma cidade do interior de S?o Paulo. Foram investigadas 13 crian?as em cada grupo, com faixa et?ria de oito anos a 11 anos e oito meses (GC: M=10,92+1,03; GN: M=10,61+0,50), sendo cinco do sexo feminino e oito do masculino no GC e nove do sexo feminino e quatro do masculino no GN. Para a avalia??o da criatividade foi utilizado o Teste de Criatividade Figural Infantil (TCFI) e para intelig?ncia foram administrados os testes Matrizes Progressivas Coloridas de Raven (MPCR) , Desenho da Figura Humana (DFH) e Escala de Intelig?ncia Wechsler para crian?as (WISC-III) , sendo os dois ?ltimos somente no GC. Para a sele??o do GN foi utilizado um question?rio para os pais e uma entrevista semiestruturada para os professores a fim de eliminar crit?rios diagn?sticos para dislexia, al?m do Teste de Desempenho Escolar , com o objetivo de selecionar somente aquelas crian?as que apresentassem desempenho em leitura e em escrita esperado para a idade e s?rie. Os resultados encontrados n?o evidenciaram diferen?as estat?sticas significativas entre ambos os grupos na medida de criatividade. No entanto, o GC apresentou menor m?dia em rela??o ao GN no total do TCFI, ao mesmo tempo em que tamb?m apresentou m?dias mais altas em 18 das 31 caracter?sticas avaliadas por esse mesmo teste. Foi verificada alta correla??o entre os testes MPCR e o TCFI em ambos os grupos e correla??es n?o significativas entre o DFH e o WISC-III com o TCFI no GC. Algumas hip?teses foram elaboradas: a exist?ncia de poss?veis rela??es entre criatividade e fun??es executivas, sendo essas ?ltimas em preju?zo em sujeitos com dislexia, que poderia explicar o resultado obtido no total do TCFI; a influ?ncia de aspectos emocionais e possivelmente de personalidade, caracter?sticos a dislexia, que poderiam explicar o melhor desempenho obtido na maioria das caracter?sticas avaliadas no TCFI. N?o foi verificado um padr?o nas correla??es entre as medidas de intelig?ncia e de criatividade em ambos os grupos investigados, assim como encontrado na literatura. Conclui-se que o presente estudo forneceu achados importantes para o in?cio do esclarecimento sobre uma poss?vel rela??o entre criatividade e dislexia, no entanto, considerando a complexidade de ambos os constructos, estudos que envolvam a investiga??o de suas rela??es com outras vari?veis psicol?gicas bem como amplia??o e diversifica??o da amostra se fazem necess?rios.

Entender o funcionamento cerebral da aquisição e desenvolvimento da leitura e da escrita e consequentemente seus desarranjos, tem sido objeto de investigação de diversos pesquisadores de todo o mundo. Por ser uma atividade cognitiva complexa, a atividade de leitura e escrita requer o recrutamento de diversas regiões cerebrais, promovendo a integração de múltiplas habilidades linguístico-cognitivas dentre as quais, as do processamento fonológico. Consciência fonológica, memória operacional fonológica e acesso lexical são habilidades que integram o processamento fonológico sendo responsáveis pela forma como as informações são processadas, armazenadas e utilizadas. Uma falha no processo de aprendizagem da leitura, resultante de um déficit no componente fonológico da linguagem, em que se observa dificuldades tanto com a fluência correta na leitura quanto com a habilidade de decodificação e ortografia é chamada de Dislexia do Desenvolvimento (DD). O Transtorno de Déficit de Atenção e Hiperatividade (TDAH) é o transtorno neuropsiquiátrico que tem como característica sintomas como a desatenção, hiperatividade e impulsividade. Tanto a DD quanto o TDAH são bastante frequentes na infância, estando ambos entre as causas mais comuns de fracasso escolar. Assim sendo, a presente pesquisa teve como objetivo caracterizar as semelhanças e diferenças de crianças com DD e com DD+TDAH em relação a um grupo de crianças sem queixas de aprendizagem escolar, com a premissa de que os escolares com a comorbidade teriam um maior prejuízo nas habilidades avaliadas devido à sobreposição de déficits. Participaram da pesquisa 70 crianças, estudantes do terceiro ao quinto distribuídas em três grupos: 32 escolares sem queixa de dificuldade de aprendizagem, média de idade de 9.5 anos; 22 escolares com DD, média de idade de 10 anos; e 16 escolares com TDAH+DD, média de idade de 9.9. As habilidades do processamento fonológico, leitura e ortografia das crianças foram avaliadas por meio de testes padronizados. Os dados indicaram que os escolares com DD e com DD+TDAH apresentaram um pior desempenho em todas as habilidades avaliadas quando comparados ao grupo sem queixa de aprendizagem. Não houve diferença estatística entre o desempenho dos escolares com DD e com DD+TDAH, nas habilidades do processamento fonológico, nos processos de leitura e no número de acertos na ortografia, embora o desempenho do grupo com DD+TDAH tenha sido pior. Os escolares com DD e DD+TDAH diferiram apenas quanto ao tipo de erro ortográfico produzido por cada grupo. Todas as habilidades estudadas se correlacionaram, variando a força dessa correlação, indicando a relação de reciprocidade entre o processamento fonológico e a leitura e escrita. Os dados da presente pesquisa contribuem para o delineamento de melhores programas de intervenção para a população estudada / The understanding of cerebral functioning regarding acquisition and development of reading and writing and consequently its disorders, have been investigated by several researchers worldwide. Due to its complexity, reading requires various brain areas and promotes integration of multiple linguistic-cognitive skills such as those from phonological processing. Phonological awareness, phonological short-term memory and lexical access are skills which compose phonological processing and also are responsible for how the information are processed, recovered and used. A failure in reading learning process due to a deficit in the phonological processing in which are observed struggle both in decoding and reading fluency is known as developmental dyslexia (DD). Attentional deficit and hyperactivity disorder (ADHD) is a neuropsychiatric disorder whose main trait are inattention, hyperactivity and impulsivity. Both DD and ADH are commonly seen in childhood and are often related to school failure. Thus, this research aimed to characterize similarity and differences of children with DD and DD+ADHD comparing them to a group of children without complaints of the learning process; we hypothesized that children with comorbid would present greater impairment in the skills investigated due to the overlapping deficits. Seventy students, from the third to fifth grade, participated in this study divided as follows: 32 children without complaints of learning difficulties mean age 9,5 years; 22 students with DD and mean age 10 years; 16 scholars with DD+ ADHD mean age 9,9. Skills of phonological processing, reading and spelling were assessed through standardized tests. Data indicated that children with DD and DD+ADH presented lower performance in all assessed skills when compared with typically developed children. There was no statistical difference between the performance of children with DD and DD+ADHD in the phonological processing, reading processes and score reached in spelling, although DD+ADHD group presented the lowest performance. Differences were observed between DD and DD+ADHD only in the type of misspelling. All assessed skills presented correlation with variation in its strength, indicating reciprocity between phonological processing, reading and writing. Data from this research contribute to develop better programs for intervention in the studied population

A avaliação das habilidades linguísticas na primeira infância pode fornecer informações importantes sobre o futuro processo de alfabetização e desempenho acadêmico. Crianças com dificuldade de leitura devem ser diagnosticadas no início da escolarização, antes de apresentarem falhas e vivenciarem experiências de fracasso e desmotivação. A necessidade de medir as habilidades linguísticas em pré-escolares é consensual na literatura internacional. Considerando a importância da identificação precoce dos distúrbios de linguagem e a falta de instrumentos padronizados para a realidade brasileira, o objetivo geral desta dissertação foi realizar a tradução e adaptação do Dyslexia Early Screening Test (DEST-2) para verificar sua aplicabilidade e eficácia em pré-escolares falantes nativos do português brasileiro (PB). Participaram deste estudo 120 crianças com idade entre 4,6 anos e 6,5 anos de ambos os gêneros, distribuídas conforme a classificação etária do teste. Destas, 20 constituíram o grupo-controle (GC) e cem o grupo experimental (GE). A dissertação (aprovada pelo Comitê de Ética responsável sob o Protocolo de Pesquisa 014/12) será apresentada em duas fases. A fase I abordou o processo de tradução e adaptação do DEST-2 e a aplicação do material traduzido no GC. Na fase II, foi analisada a aplicabilidade das provas com base no desempenho do GE. Os resultados indicaram que não houve modificações significativas na estrutura original do teste e o DEST-2 pode ser capaz de identificar alterações no processo de desenvolvimento de linguagem em crianças falantes do PB. Novas pesquisas são importantes para viabilizar as medidas necessárias para a validação do teste no Brasil / The assessment of language skills in early childhood can provide important information about the future of literacy and academic performances. Children with reading problems should be diagnosed in early grades, before go through situations of school failure and discouragement. The need to measure language skills in preschoolers is consensus among authors. Considering the importance of early identification of language disorders and the shortage of standardized instruments for the Brazilian reality, the general aim of this research was to translate and adapt the Dyslexia Early Screening Test (DEST-2) to verify its applicability and effectiveness in Brazilian Portuguese (BP) native speakers preschoolers. Were part of this study 120 children aged between 4.6 years and 6.5 years of both genders, divided according to age test classification. Thereby, 20 constituted the control group (CG) and one hundred the experimental group (EG). The study (approved by the Ethics Committee responsible under the research protocol 014/12) will be exposed in two stages. The first one was about the DEST-2 translation, adaptation and application of the material translated in CG. In the stage II we analyzed the applicability of translated test based on the EG performance. The results indicated that there were no significant changes in the original structure of the test and the DEST-2 can be able to identify developmental language disorders in Brazilian native speakers children. New researches are important for appropriate testing to validate the measures in Brazil

The diploma thesis deals with laterality, the research presents analysis of laterality of six adult people with forced changes in laterality. Then it describes the development of laterality and its types, degrees, types and diagnostics. There is also a historical approach to the left-hand side from the Stone Age to the present. The work focuses on forced changes in laterality in childhood and their influence on the overall development of personality. Six adult respondents, three men and three women aged thirty- eight to seventy-two years were tested for qualitative research. The effects of laterality change were observed in speech, psyche, state of laterality, reading and written speech. The aim of the work was to describe the difficulties that may arise as a result of a forced change in laterality, to find out whether the respondents have to face and to discover their possible survival to adulthood. For all respondents, the laterality and type determined by the test was tested, which was a partial goal. For all respondents, during the interviews, problems related to forced changes in laterality in childhood were manifested or discussed.

O Transtorno de Déficit de Atenção e Hiperatividade (TDAH) é caracterizado por sintomas de desatenção e/ou hiperatividade e impulsividade, causando prejuízos significativos na vida dos indivíduos desde a infância até a vida adulta. Pacientes com TDAH podem apresentar diferentes comorbidades, que causam prejuízos substanciais, repercutindo de forma negativa ao longo da vida. Um exemplo são os Transtornos Específicos da Aprendizagem (TEA), caracterizados pela presença de dificuldades específicas na leitura, na escrita e na matemática que podem interferir no desenvolvimento educacional, resultando em elevadas taxas de evasão escolar e por conseguinte, altas taxas de desemprego. O insucesso acadêmico é comum ao TDAH e ao TEA, havendo indícios de ser mais grave quando estes são comórbidos. Apesar da associação frequente entre TDAH e TEA, poucos estudos têm abordado tal comorbidade durante a idade adulta. Assim, o objetivo do presente estudo é investigar em que extensão o prejuízo acadêmico de adultos com TDAH pode ser explicado pela comorbidade com o TEA. A avaliação para TEA foi realizada por uma psicopedagoga em 53 adultos que apresentavam TDAH, previamente avaliados no Programa de Déficit de Atenção e Hiperatividade do Hospital de Clínicas de Porto Alegre, com um protocolo especificamente delineado conforme critérios diagnósticos especificados pelo DSM-5. Portadores e não portadores de TEA foram comparados quanto às características sociodemográficas, gravidade do TDAH e outras comorbidades frequentes. A presença de TEA foi associada a baixas taxas de conclusão da graduação universitária (P = 0,016). Os dados indicam que a sobreposição do TEA ao TDAH pode ser responsável por uma parcela substancial do prejuízo acadêmico presente no TDAH, levando à necessidade de mais estudos a fim de confirmar ou não esta importante observação. / Attention Deficit Hyperactivity Disorder (ADHD) is characterized by symptoms of inattention and/or hyperactivity and impulsivity, causing significant impairments in individuals' lives from childhood to adulthood. Patients with ADHD may present different comorbidities, which cause substantial damage, negatively impacting throughout life. One example is Specific Learning Disorders (SLD), characterized by the presence of specific difficulties in reading, writing and mathematics that may interfere with educational development, resulting in high rates of school dropout and, therefore, high unemployment rates. Academic failure is common to ADHD and SLD, with indications of being more severe when these are comorbid. Despite the frequent association between ADHD and SLD, few studies have addressed such comorbidity during adulthood. Thus, the goal of the present study is to investigate up to what extent the academic loss on adults with ADHD can be explained by the comorbidity with SLD. The evaluation for SLD was performed by a psychopedagogue in 53 adults who presented ADHD, previously evaluated in the Hospital de Clínicas de Porto Alegre's Attention Deficit Hyperactivity Disorder Program, with a specific delineated protocol and according to diagnostic criteria specified by DSM-5 and were compared for sociodemographic characteristics, severity of ADHD and other frequent comorbidities. The presence of ADHD was associated with low graduation rates (P = 0.016). The data indicate that SLD overlapping with ADHD may be responsible for a substantial portion of the academic impairment present in ADHD, leading to the need for further studies to confirm this important observation.

Ce travail de thèse porte essentiellement sur le cervelet. Nous y suivons deux axes majeurs : en termes de fonctions cérébelleuses, nous nous intéressons à l’apprentissage et l’adaptation du contrôle moteur ; en termes de dysfonctions cérébelleuses, nous nous intéressons à la dyslexie développementale.Nous nous orientons vers l’apprentissage du contrôle moteur afin d’en proposer un modèle computationnel fonctionnel appliqué aux mouvements oculaires volontaires. Pour ce faire, la Logique Floue est un de nos outils précieux. Nous avons proposé deux modèles. Le premier, AFCMAC (Auto-adaptive Fuzzy Cerebellar Model Articulation Controller), le résultat de l’intégration de la Logique Floue dans l’architecture de CMAC (Cerebellar Model Articulation Controller), est pourvu d’améliorer la vitesse/durée d’apprentissage et le besoin en termes de mémoire par rapport à CMAC. Le second modèle est CMORG (fuzzy logiC based Modeling for Oculomotor contRol LearninG), dont sa structure est également basée sur la Logique Floue, et dans lequel, le réseau de neurones est utilisé comme la mémoire pour gérer les règles Floues. Les résultats des évaluations des modèles proposés (AFCMAC et CMORG) et étudiés (CMAC et FCMAC – Fuzzy Cerebellar Model Articulation Controller), via les données oculomotrices des groupes d’enfants dyslexiques et contrôles lors de la lecture, montrent que CMORG est le plus performant à la fois, en termes de vitesse/durée d’apprentissage et également, de consommation de mémoire. Un autre avantage principal de CMORG par rapport aux autres modèles, est son interprétabilité par les experts.Concernant la dyslexie développementale, nous avons mené une étude expérimentale sur les déficits du contrôle moteur binoculaire lors des saccades des six enfants dyslexiques pendant les deux tâches différentes (la lecture d’un texte et la visualisation des chaînes de caractères) et dans les deux distances de vision (40 cm et 100 cm). Nous corroborons et adhérons à l’idée que la (mauvaise) qualité de la coordination binoculaire des saccades chez les enfants dyslexiques est indépendante des difficultés en lecture, associée peut-être aux hypothèses du déficit du magnosystème et du dysfonctionnement cérébelleux. / This thesis focuses on the cerebellum. We follow two main lines: in terms of cerebellar functions, we are interested in learning and adaptation motor control ; in terms of cerebellar dysfunctions, we are interested in developmental dyslexia.We focus on learning motor control in order to provide a functional computational model applied to voluntary eye movements. To this end, Fuzzy Logic is one of our valuable tools. We proposed two models. The former is AFCMAC (Auto-adaptive Fuzzy Cerebellar Model Articulation Controller), the result of the integration of Fuzzy Logic in CMAC (Cerebellar Model Articulation Controller) architecture, in order to improve learning speed/time and memory requirements compared to the CMAC. The latter is CMORG (fuzzy logiC based Modeling for Oculomotor contRol LearninG), whose structure is also based on Fuzzy Logic, and in which, the neural network is used as the memory to handle Fuzzy rules. The evaluation results of the proposed (AFCMAC and CMORG) and studied (CMAC and FCMAC – Fuzzy Cerebellar Model Articulation Controller) models via oculomotor data of dyslexic and control groups while reading show that CMORG is the most efficient both in terms of learning speed/time and also memory consumption. Another main advantage of CMORG over the other models is its interpretability by experts. Regarding the developmental dyslexia, we conducted an experimental study on binocular motor control deficits during saccades in six dyslexic children while two different tasks (text reading and character string scanning) and in two viewing distances (40 cm and 100 cm). We corroborate and adhere to the idea that the (bad) quality of binocular coordination of saccades in dyslexic children is independent of reading difficulties, maybe associated with magnosystem and cerebellar deficit hypothesis.

Entender o funcionamento cerebral da aquisição e desenvolvimento da leitura e da escrita e consequentemente seus desarranjos, tem sido objeto de investigação de diversos pesquisadores de todo o mundo. Por ser uma atividade cognitiva complexa, a atividade de leitura e escrita requer o recrutamento de diversas regiões cerebrais, promovendo a integração de múltiplas habilidades linguístico-cognitivas dentre as quais, as do processamento fonológico. Consciência fonológica, memória operacional fonológica e acesso lexical são habilidades que integram o processamento fonológico sendo responsáveis pela forma como as informações são processadas, armazenadas e utilizadas. Uma falha no processo de aprendizagem da leitura, resultante de um déficit no componente fonológico da linguagem, em que se observa dificuldades tanto com a fluência correta na leitura quanto com a habilidade de decodificação e ortografia é chamada de Dislexia do Desenvolvimento (DD). O Transtorno de Déficit de Atenção e Hiperatividade (TDAH) é o transtorno neuropsiquiátrico que tem como característica sintomas como a desatenção, hiperatividade e impulsividade. Tanto a DD quanto o TDAH são bastante frequentes na infância, estando ambos entre as causas mais comuns de fracasso escolar. Assim sendo, a presente pesquisa teve como objetivo caracterizar as semelhanças e diferenças de crianças com DD e com DD+TDAH em relação a um grupo de crianças sem queixas de aprendizagem escolar, com a premissa de que os escolares com a comorbidade teriam um maior prejuízo nas habilidades avaliadas devido à sobreposição de déficits. Participaram da pesquisa 70 crianças, estudantes do terceiro ao quinto distribuídas em três grupos: 32 escolares sem queixa de dificuldade de aprendizagem, média de idade de 9.5 anos; 22 escolares com DD, média de idade de 10 anos; e 16 escolares com TDAH+DD, média de idade de 9.9. As habilidades do processamento fonológico, leitura e ortografia das crianças foram avaliadas por meio de testes padronizados. Os dados indicaram que os escolares com DD e com DD+TDAH apresentaram um pior desempenho em todas as habilidades avaliadas quando comparados ao grupo sem queixa de aprendizagem. Não houve diferença estatística entre o desempenho dos escolares com DD e com DD+TDAH, nas habilidades do processamento fonológico, nos processos de leitura e no número de acertos na ortografia, embora o desempenho do grupo com DD+TDAH tenha sido pior. Os escolares com DD e DD+TDAH diferiram apenas quanto ao tipo de erro ortográfico produzido por cada grupo. Todas as habilidades estudadas se correlacionaram, variando a força dessa correlação, indicando a relação de reciprocidade entre o processamento fonológico e a leitura e escrita. Os dados da presente pesquisa contribuem para o delineamento de melhores programas de intervenção para a população estudada / The understanding of cerebral functioning regarding acquisition and development of reading and writing and consequently its disorders, have been investigated by several researchers worldwide. Due to its complexity, reading requires various brain areas and promotes integration of multiple linguistic-cognitive skills such as those from phonological processing. Phonological awareness, phonological short-term memory and lexical access are skills which compose phonological processing and also are responsible for how the information are processed, recovered and used. A failure in reading learning process due to a deficit in the phonological processing in which are observed struggle both in decoding and reading fluency is known as developmental dyslexia (DD). Attentional deficit and hyperactivity disorder (ADHD) is a neuropsychiatric disorder whose main trait are inattention, hyperactivity and impulsivity. Both DD and ADH are commonly seen in childhood and are often related to school failure. Thus, this research aimed to characterize similarity and differences of children with DD and DD+ADHD comparing them to a group of children without complaints of the learning process; we hypothesized that children with comorbid would present greater impairment in the skills investigated due to the overlapping deficits. Seventy students, from the third to fifth grade, participated in this study divided as follows: 32 children without complaints of learning difficulties mean age 9,5 years; 22 students with DD and mean age 10 years; 16 scholars with DD+ ADHD mean age 9,9. Skills of phonological processing, reading and spelling were assessed through standardized tests. Data indicated that children with DD and DD+ADH presented lower performance in all assessed skills when compared with typically developed children. There was no statistical difference between the performance of children with DD and DD+ADHD in the phonological processing, reading processes and score reached in spelling, although DD+ADHD group presented the lowest performance. Differences were observed between DD and DD+ADHD only in the type of misspelling. All assessed skills presented correlation with variation in its strength, indicating reciprocity between phonological processing, reading and writing. Data from this research contribute to develop better programs for intervention in the studied population

Introdução: Existem muitas controvérsias sobre a dislexia. Uma delas é justamente saber se a dificuldade está no processamento auditivo de forma geral ou especificamente para a percepção de diferenças temporais de sons de fala e se a dificuldade é específica para mudanças rápidas temporais ou abrangem uma gama mais ampla de processamento auditivo. Objetivos: Os objetivos desse estudo foram comparar o desempenho de crianças com dislexia (Grupo Estudo) e com desenvolvimento típico (Grupo Controle) em testes comportamentais de Processamento Auditivo (Central) e comparar o desempenho do Grupo Estudo e do Grupo Controle em teste de Potenciais Evocados Auditivos de Longa Latência. Métodos: Participaram desse estudo 22 indivíduos disléxicos e 16 sem queixas ou alterações de leitura e escrita. Todos os indivíduos foram submetidos à avaliação de Processamento Auditivo (Central) comportamental e eletrofisiológica. Resultados: Para os testes comportamentais, houve diferença estatisticamente significante para o Teste Padrão de Frequência, e verificamos diferença estatisticamente significante somente para a Orelha Esquerda entre os resultados dos grupos Estudo e Controle para o Teste Dicótico de Dígitos, sendo que o Grupo Estudo apresentou um pior desempenho. Para os Potenciais Evocados Auditivos de Longa Latência encontramos diferença para os valores de Latência de N2 entre os grupos Estudo e Controle, sendo que o Grupo Estudo apresentou maiores valores de latência. Esse achado foi estatisticamente significante somente para Orelha Direita. Conclusões: Podemos sugerir que os disléxicos apresentam alteração de processamento auditivo temporal e não podemos afirmar que não há comprometimento de outras habilidades / Introduction: There are several controversies about dyslexia. One of them is knowing whether the difficulty is in the general auditory processing or specifically in the perception of temporal differences of speech sounds, and whether the difficulty is specifically for rapid temporal changes or involves a broader range of auditory processing. Aims: The aims of this study were to compare the performance of children with dyslexia (Study Group) and of children with typical development (Control Group) in behavioral tests of (Central) Auditory Processing, and to compare the performance of Study Group and Control Group in Long Latency Auditory Evoked Potentials. Methods: 22 individuals with dyslexia and 16 individuals with no reading and writing complaints or disorders took part in the study. All individuals underwent behavioral and electrophysiological assessment of (Central) Auditory Processing. Results: Concerning the behavioral tests results in both groups, there was a significant statistical difference for the Frequency Pattern Test and for the Left ear in the Dichotic Digit test, with a worse performance observed in the Study Group. Considering the Long Latency Auditory Evoked Potentials, there was a difference for the N2 latency values between the Study Group and the Control Group, with greater latency values in the Study Group. This finding was statistically significant only for the Right ear. Conclusions: We may suggest that individuals with dyslexia present temporal auditory processing disorder, however we cannot affirm absence of disorders in other skills

<p>I denna studie analyseras skriftspråksutvecklingen hos sex elever i riskzonen för läs- och skrivsvårigheter. Syftet med studien är att klarlägga vilken roll specialpedagogiska insatser spelar för elevers skrift-språkliga utveckling. Har innehållet i stödet någon betydelse för elevernas utveckling och vad händer när stödet uteblir? Studien fokuserar på tidig kontra sen identifiering av elevernas läs- och skrivsvårigheter samt påföljande insatser. I detta sammanhang analyseras också hur dessa insatser påverkar elevernas självförtroende och motivation för skolarbetet. Resultatet tyder på att det inte främst är tidpunkten för insatserna som är det mest betydelsefulla för en positiv utveckling, utan snarare innehållet i stödet. Det är det språkliga stödet, anpassat till elevernas specifika svårigheter och utvecklingsnivå, som är den avgörande faktorn. Detta stöd bygger på träning i fonologisk medvetenhet, korrela-tionen mellan fonem och grafem, uppbygg-nad av ordförrådet och utvecklande av effektiva lässtrategier. Tidpunkten för insatserna är inte generaliserbar utan beroende av problemets art och det enskilda barnets förutsättningar. Det framkommer i studien att det skedde en positiv utveckling av läs- och skrivförmågan i samtliga fall, oavsett om de var tidiga eller sena. Det skedde även en positiv social utveckling. De tre barnen som fick sena insatser fick emellertid genomgå en period med flera negativa följdverk-ningar, men så snart de språkliga insatserna kom till stånd vändes den negativa trenden och arbetsglädjen byggdes successivt upp. Specialundervisning, där språket inte spelar någon central roll, visade sig i denna studie inte ge någon större effekt. Resultaten från studien visar på ett övertygande sätt att det är av yttersta vikt att de barn som ligger i riskzonen för läs- och skrivsvårigheter får en omsorgsfull språklig utredning gjord till exempel av logoped. Elevens problem bör utredas i grunden så att rätt hjälp kan anvisas till varje enskild elev. Det måste också finnas en koppling mellan utredningen och de pedagogiska insatserna. Studien visar även att det är viktigt att det finns tillgång till pedagoger med ändamålsenlig kompetens för att uppnå önskvärt resultat. Mycket i denna studie tyder på att tidsmarginalerna är små i barnets tidiga utveckling. Man måste därför studera tidpunkten för insatserna mera specifikt i förhållande till barnets utvecklingsnivå och problemets art för att barnet ska få hjälp på rätt nivå så att läsinlärningen blir framgångsrik. Studien understryker betydelsen av meningsfullhet, god självbild, motivation och sammanhang för eleverna.</p><p>This study investigates the development of the reading and writing ability of six pupils in danger of developing reading and writing disabilities. The purpose is to investigate the effects of remedial teaching on their reading and writing abilities. How much does the contents of the teaching matter, and what happens when remedial teaching is not forthcoming? The focus is on comparing the consequences of early vs. late discovery of the disability, and of the ensuing measures taken. The self confidence and motivation of the pupils are also analysed in this context. My results imply that the content of the remedial teaching is of greater importance to a favourable development than an early discovery. The crucial factor is the adaptation of the linguistic support to the specific problems and developmental level of each individual pupil. The support consists in developing phonological awareness, phonem-graphem correlation, vocabulary and efficient reading strategies. As for the timing, no generalised conclusions can be made. The outcome is dependent on the nature of the problem, and of the preconditions and capacities of the individual child. The study shows that there was a positive development of the reading and writing ability in all six cases, regardless of whether the discovery of the disability was early or late. There was also a positive social development. In the three cases where the remedial teaching came late, the children went through a period that had several adverse consequences, but as soon as the supportive measures were initiated the negative trend was broken, and the joy of learning developed gradually. Remedial teaching where the focus was not primarily on linguistic development did, however, seem to have little effect. This study demonstrates clearly how vital it is that children in danger of developing reading and writing disabilities are carefully examined by, e.g., a speech therapist. Their individual problems must be thoroughly investigated, so that the supportive measures can be tailored to suit their needs. Hence, the examination must be closely linked to the pedagogical efforts. The study also shows that access to pedagogues with an adequate competence is crucial to the achievement of a favourable result. There are strong indications in this study that the time windows are quite narrow in the early development of a child. The timing of the remedial teaching must be more specifically studied, and related to the developmental level and specific problems of each individual child, in order to achieve an optimal reading development. This study emphasises the importance to the pupils of relevance, a positive self image, motivation and coherence.</p>