Resumo

MARTINS, Cláudia Cardoso  e  MICHALLICK-TRIGINELLI, Mirelle França. Phonological and orthographic coding in developmental dyslexia: Evidence from a case study. Arq. bras. psicol. [online]. 2009, vol.61, n.1, pp. 153-161. ISSN 1809-5267.

The present study investigates the phonological and orthographic skills of a Brazilian Portuguese-speaking child with a history of persistent reading difficulties (Age = 12 years and 8 months old). Fifteen typical readers with similar reading ability participated as controls (Mean Age = 8 years and 7 months old). Phonological and orthographic coding skills were evaluated through the ability to spell words that varied with regard to the more or less regular nature of their letter-sound correspondences. Results question the hypothesis that orthographic coding skills are superior to phonological coding skills in developmental dyslexia. Although the reading disabled child performed similarly to controls on words containing contextual rules, her performance was substantially inferior on words containing sounds whose spelling is ambiguous. Results also suggest that, relative to typical readers, dyslexic readers may have difficulty in making use of morphosyntactic regularities to spell words.

Palavras-chave : Developmental dyslexia; Phonological coding; Orthographic coding.

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