Dados do Trabalho

Título

INTERACTIONS BETWEEN READING SKILLS, VOCABULARY, PHONOLOGICAL AWARENESS, AND BEHAVIORAL SYMPTOMS IN CHILDREN WITH LEARNING DIFFICULTIES

Introdução

Early childhood exploration and social interactions are crucial for cognitive and social
development. Oral language develops naturally, while written language is taught formally,
influenced by prefrontal cortex maturation. Reading acquisition, a complex skill, requires
expert teaching, with phonological processing being essential.
Children with ADHD face challenges compounded by learning disabilities, affecting
reading competency. Support strategies are crucial. Scarborough's Reading Rope
highlights phonological awareness, while the Science of Reading and Simple View of
Reading emphasize evidence-based teaching, especially for children with ADHD and
learning disabilities.

Objetivo

This study examines how word and nonword reading, vocabulary, phonological awareness,
nonverbal intelligence, and inattention/hyperactivity interact in students with learning
difficulties, aiming to understand their impact on reading performance and develop
effective educational strategies.

Método

Approved by the Research Ethics Committee (#64277522.9.0000.0068), the study
involved 4th and 5th graders from public schools in São Paulo, Brazil, selected based on
teacher recommendations or the Learning Disorders Outpatient Clinic (HC-FMUSP).
Cognitive and linguistic factors were analyzed using SNAP-IV for ADHD-related issues,
the Brazilian reading test (PRADE), and standardized measures for nonverbal intelligence,
phonological awareness, and vocabulary.

Resultados

Correlation analysis showed that strong links between word and nonword reading suggest
shared phonological processes. The lack of significant links between nonverbal
intelligence and reading or phonological tests suggests linguistic skills rely less on
nonverbal intelligence. Weak correlations between inattention/hyperactivity and
vocabulary may reflect ADHD's complex cognitive profile. A richer vocabulary supports
phonological skills, with phonological awareness playing a key role in reading
development.

Conclusão

The study reveals that word and nonword reading are strongly linked through shared
phonological skills. Nonverbal intelligence has minimal impact on reading and
phonological tasks, emphasizing the need for targeted linguistic interventions. Preserved
verbal skills in ADHD may result from increased engagement or vocabulary exposure. The
strong link between phonological awareness and reading underscores its central role in
reading development, guiding effective educational strategies.

Referências

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Palavras Chave

Reading Competency; Low Academic Achievement; Executive Function