Abstract
Abstract Number transcoding is a basic numerical processing task that demands verbal skills during its execution. The goal of this study was to investigate number transcoding ability in children with developmental dyslexia. Twenty-three children with typical development and twenty-six children with developmental dyslexia participated in this study. Results showed that children with dyslexia show a deficit in phonological processing as well as in number transcoding. Repeated-measures analysis of covariance indicated that the dyslexia group presented performance below the average in the number transcoding. Regression analyses indicated that short-term verbal memory, phoneme deletion, rhyme judgment task and automatized naming was a strong predictor of number transcoding difficulties. Children with dyslexia present number transcoding deficits regardless of age and educational level.
Highlights
Number transcoding is a basic numerical processing task that demands verbal skills during its execution
The initial sample consisted of 80 participants, 24 in the Control Group (CG) and 56 in the Dyslexia Group (DG)
The CG was composed of 23 children aged 7-10 years (M = 8.69; SD = 0.92) and the DG was composed of 26 children aged 8-12 years (M = 9.88; SD = 1.14)
Summary
Number transcoding is a basic numerical processing task that demands verbal skills during its execution. The goal of this study was to investigate number transcoding ability in children with developmental dyslexia. Results showed that children with dyslexia show a deficit in phonological processing as well as in number transcoding. Children with dyslexia present number transcoding deficits regardless of age and educational level. O objetivo deste estudo foi investigar a habilidade de transcodificação numérica em crianças com dislexia do desenvolvimento. Os resultados indicaram que crianças com dislexia apresentam um déficit no processamento fonológico e na transcodificação numérica ao longo de todas as séries escolares investigadas aqui. Uma análise de variância de medidas repetidas indicou que o grupo com dislexia apresentou desempenho abaixo da média na transcodificação. Crianças com dislexia apresentam déficits de transcodificação numérica independentemente da idade e nível de escolaridade. From a cognitive point of view, the difficulties observed in children with DD are related to deficits in basic cognitive abilities, especially in phonological processing (Castles & Friedmann, 2014; Kohnen et al, 2018)
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