Phonological processing in students with developmental dyslexia, ADHD and intellectual disability

Ana Beatriz Leite Dos Anjos,Cíntia Alves Salgado Azoni,Alexandre Lucas De Araújo Barbosa

doi:10.1590/1982-0216/20192153119

Ana Beatriz Leite Dos Anjos, Cíntia Alves Salgado Azoni + Show 1 more

Open Access

https://doi.org/10.1590/1982-0216/20192153119

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Journal: Revista CEFAC	Publication Date: Jan 1, 2019
Citations: 2	License type: CC BY 4.0

Affiliation: Universidade Federal do Rio Grande do Norte

Abstract

ABSTRACT Purpose: to compare the performance of students with dyslexia, intellectual disability and ADHD on the skills of phonological awareness, phonological access to the mental lexicon, and phonological working memory. Methods: this is a descriptive, cross sectional and quantitative study. The sample was composed of 32 students, divided into the following groups: G1 - students with dyslexia; G2 - students with ADHD; G3 - students with intellectual disability. The children were assessed on their skills of phonological awareness, phonological working memory, and phonological access to the mental lexicon. A descriptive and inferential analysis was made, using the non-parametric Kruskal-Wallis test. Results: statistically significant differences were observed among the three groups on the phonological working memory skills for pseudowords, forward digit repetition, and backward digit repetition; phonological awareness on syllable level, phoneme level, test total score, and digits subtest of the rapid automatized naming test. Through the descriptive analysis, it was observed that G1 had the best results on all the skills assessed, followed by G2 and G3 Conclusion: differences were found on the skills of phonological working memory and phonological awareness among the groups of students presented with dyslexia, ADHD and intellectual disability.

Highlights

Phonological processing refers to the process of using phonological information when oral and written language is employed, with the involvement of the skills of phonological awareness, quick access to the mental lexicon, and phonological working memory
The participants were chosen based on the initial complaint of learning difficulties and interdisciplinary assessment of the following professionals for the different conditions: children with the inattentive and combined subtypes of ADHD were referred by a neuropediatrician or child psychiatrist, and were submitted to neuropsychological evaluation; and, the children with ID and developmental dyslexia, by a psychologist/neuropsychologist
The students diagnosed with developmental dyslexia obtained the best results in the skills of phonological awareness (Tables 1 and 2), rapid automatized naming (Table 3), and phonological working memory (Table 4), followed by the students with ADHD and ID

Summary

Introduction

Phonological processing refers to the process of using phonological information when oral and written language is employed, with the involvement of the skills of phonological awareness, quick access to the mental lexicon, and phonological working memory. These skills are directly related to the written language development[1]. Phonological access to the mental lexicon is the ability to access the sound information referring to a visual stimulus[1]. It is important in decoding, fluency and understanding of reading. It is related to development in reading, the reading comprehension ability[3]

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Conclusion