Resumo

CAPELLINI, Simone Aparecida; GERMANO, Giseli Donadon  e  CARDOSO, Ana Cláudia Vieira. Relationship between phonological abilities and auditory processing in children with developmental dyslexia. Psicol. esc. educ. [online]. 2008, vol.12, n.1, pp. 235-253. ISSN 1413-8557.

Developmental dyslexia is a specific reading disability characterized by difficulty in phoneme-grapheme decoding and in perceiving similar pairs of similar phonemes. The aim of this study was to characterize the performance of dyslexic children in auditory and phonological awareness skills and correlate them on this population. A number of 20 children attending 2nd to 4th grades divided into GI: formed by 10 children with interdisciplinary diagnosis of dyslexia, both genders and aged 8 to 12 years old and GII: formed by 10 good readers, paired according to gender and age with GI. As procedure applied hearing evaluation, auditory processing evaluation and phonological awareness were used. The results revealed statistic significant difference between auditory skills of sequential memory for verbal sounds, speech intelligibility with ipsilateral and contralateral competitive message, dichotic of digits test, and staggered spondaic word test when the GI was compared to GII. The same occurred with the subtests of synthesis, segmentation, manipulation and transposition. The findings of this study evidenced correlation between hearing memory tests, syllabic and phonemic manipulation and association between hearing and phonologic abilities, suggesting that the hearing processes interfere directly in the acoustic aspects perception, temporal and sequential of the sounds for the formation of a stable phonologic representation.

Palavras-chave : Dyslexia; Phonological awareness; Achievement.

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