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Revista Psicopedagogia

Print version ISSN 0103-8486


CAMPOS, Ana Maria Gomes; PINHEIRO, Luciana Ribeiro  and  GUIMARAES, Sandra Regina Kirchner. Phonological awareness, lexical awareness and reading patterns of students with developmental dyslexia. Rev. psicopedag. [online]. 2012, vol.29, n.89, pp.194-207. ISSN 0103-8486.

INTRODUCTION: Many authors have sought to establish relations between learning difficulties in reading and metalinguistic skills. However, few studies have analyzed the metalinguistic skills of students with developmental dyslexia. This is an exploratory-descriptive study which aimed to investigate the performance of students with developmental dyslexia (phonological and surface dyslexia) in tasks assessing two metalinguistic skills: phonological and lexical awareness. METHODS: Two groups of participants were formed: seven students with phonological dyslexia (group 1) and two students with surface dyslexia (group 2). The study was based on three types of task: isolated word reading test, phonological awareness assessment (CONFIAS) and a lexical awareness assessment. RESULTS: Results show similarities and differences between participants in regard to phonological and lexical awareness. The performance of participants was similar in the syllabic subtests, but expressive differences were found between participants in the phonemic tasks, with higher performance among participants with surface dyslexia. It was verified that, in regard to lexical awareness, the skills of participants do not follow the differences related to the preferably-used reading pattern. CONCLUSION: It is concluded that, in order to develop reading decoding, these students need to be instructed not only in the process of grapheme-phoneme conversion, but also need to learn to use the context as support in the process of reading recognition.

Keywords : Dyslexia; Reading; Comprehension.

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