Resumen

SILVA, Júlia Beatriz Lopes; MOURA, Ricardo José de; WOOD, Guilherme  y  HAASE, Vitor Geraldi. Phonological processing and mathematic performance: a review of the relevance to learning disabilities. Temas psicol. [online]. 2015, vol.23, n.1, pp. 157-173. ISSN 1413-389X.

The phonological processing is traditionally associated with learning to read and write. Its components - phonological awareness, phonological memory and lexical access - are the main predictors of performance in reading and writing and, deficits in these areas are related to dyslexia. Recently, the relationship between the phonology and mathematics has also been demonstrated in the literature. The phonological processing is mainly correlated with the symbolic aspects of mathematics, such as the automation of arithmetic facts, arithmetic problem solving and numerical transcoding. The various aspects of symbolic processing influence the learning of digits and verbal labels that represents magnitudes. In addition, its deficits can also cause impairment in mathematics, such as dyslexic children who also showed worse automation of the multiplication table. We analyze the main articles that address this issue, its methodological flaws and major theoretical contributions. We suggest that phonological processing is the main mechanism shared between dyscalculia and dyslexia, and that it is related to the comorbidity between two disorders.

Palabras clave : Phonological processing; dyslexia; dyscalculia; comorbidity.

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