Resumo

CORSO, Helena Vellinho; SPERB, Tania Mara  e  SALLES, Jerusa Fumagalli de. Comparison Between Poor Comprehenders and Good Readers in Neuropsychological Tasks. Psicol. pesq. [online]. 2013, vol.7, n.1, pp. 37-49. ISSN 1982-1247.  http://dx.doi.org/10.5327/Z1982-1247201300010005.

Aiming to define impaired neuropsychological functions in cases of specific reading comprehension difficulties, poor comprehenders (high performance in word reading and low performance in reading comprehension; n=19) and good readers (high performance in word reading and reading comprehension; n=58) underwent a battery of neuropsycholinguistic assessments in order to verify which neuropsychological functions were related to comprehension performance. The values were adjusted for grade and type of school (the sample ranged from fourth to sixth grade, and the students attended public and private schools). The variable group - which expresses the difference between good readers and poor comprehenders - was able to significantly explain the variability in the performance of four tasks: visuospatial working memory, orthographic and semantic verbal fluency and writing words and pseudowords. Working memory and executive functions should integrate assessment and intervention in specific reading comprehension difficulties.

Palavras-chave : Reading; comprehension difficulties; working memory; executive functions.

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