A relação entre o processamento fonológico e a habilidade de leitura: evidência da síndrome de Down e da síndrome de Williams

  title={A relaç{\~a}o entre o processamento fonol{\'o}gico e a habilidade de leitura: evid{\^e}ncia da s{\'i}ndrome de Down e da s{\'i}ndrome de Williams},
  author={Cl{\'a}udia Cardoso-Martins and Juliane Batista da Silva},
  journal={Psicologia-reflexao E Critica},
The present article presents a review of studies which investigated the relationship between phonological processing skills and the ability to read words in two developmental disorders: Down syndrome (DS) and Williams syndrome (WS). Results suggest that, like children without developmental disorders, individuals with DS and individuals with WS learn to read by processing and remembering letter-sound relations in words. It is nonetheless possible that non-phonological processes play a more… 

Síndrome de Williams The Relationship between Phonological Processing and Reading Ability : Evidence from Down Syndrome and Williams Syndrome

The present article presents a review of studies which investigated the relationship between phonological processing skills and the ability to read words in two developmental disorders: Down syndrome

Desenvolvimento de Habilidades Metafonológicas e Aprendizagem da Leitura e da Escrita em Alunos com Síndrome de Down

The objective of this study was to investigate the results from the application of a pedagogical intervention program that included alphabet teaching associated with metaphonological skills aiming to

O paradigma conexionista aplicado às pesquisas em linguagem

The study deals with the Connectionist Theory and its branches, and how this theoretical model can contribute to the speech and language practice. This was aimed to collect and discuss several

Evidência científica para intervenções em crianças com síndrome de Down

Researchers recommend enhance the use of systematic reviews of literature for clinical practice and suggest further studies using single-subject design on the effectiveness of interventions in children with phonological problems.

Behavioral and cognitive phenotype of children and adolescents with Williams-Beuren Syndrome.

The need for a multidisciplinary follow-up focused on cognitive stimulation and behavior control is confirmed, due to the interference of these characteristics in learning abilities.

Fenótipo comportamental e cognitivo de crianças e adolescentes com Síndrome de Williams-Beuren

TEMA: a Sindrome de Williams-Beuren (SWB) e uma aneusomia segmentar devido a delecao de multiplos genes no braco longo do cromossomo 7 (regiao 7q11-23) associada a alteracoes comportamentais e

between metalinguistic skills and written language

It was found that the annual production doubled in this period, totaling 187 studies produced in these five years, however, the quantitative increase was not matched in equal measure by diversifying the type of design, age of the subjects investigated and metalinguistic skills.

Mood Disorders in Individuals with Genetic Syndromes and Intellectual Disability

The manual offers an organizational plan that groups mental disorders in 16 diagnostic categories according to common traits that allow the specialist to identify the disorder or make differential diagnosis when necessary.

Análisis bibliométrico de las revistas multidisciplinares de psicología recientemente incorporadas en la Web of Science (2008-2009)

It was done a bibliometric analysis of the multidisciplinary journals of psychology recently incorporated in the Web of Science (WoS) in 2008 and 2009. A total of 448 "articles" and "revisions" was

Consciência metalinguística e compreensão de leitura: diferentes facetas de uma relação complexa 1 Metalinguistic awareness and reading comprehension: Different facets of a complex relationship

O presente artigo, de natureza teorica e com base em pesquisas realizadas com criancas, discute as complexas relacoes entre consciencia metalinguistica e compreensao leitora a partir da consciencia



Consciência fonológica e habilidade de leitura na síndrome de down

The present study investigated the relationship between phonological awareness and reading ability in Down syndrome (DS). Thirty-three individuals with DS participated in the study. They all had

Phonological awareness in children with Down syndrome.

  • H. FletcherS. Buckley
  • Education, Psychology
    Down's syndrome, research and practice : the journal of the Sarah Duffen Centre
  • 2002
Significant positive correlations were found between phonological awareness and: reading and spelling competence, ability to spell non-words and non-verbal measures.

Reading and phonological awareness in Williams syndrome.

The individuals with WS were impaired in passage comprehension, in some areas of PA investigated (syllable deletion and rhyme detection), and in nonword reading accuracy, a measure of grapheme-phoneme conversion.

Developmental dyslexia and specific language impairment: same or different?

The authors suggest that 2 dimensions of impairment are needed to conceptualize the relationship between these disorders and to capture phenotypic features that are important for identifying neurobiologically and etiologically coherent subgroups.

Phonological awareness and oral reading skill in children with Down syndrome.

The results indicate an association between PA and early oral reading ability in children with Down syndrome and are interpreted within a theoretical view of reading development in which PA plays a central role.

Can individuals with Down syndrome acquire alphabetic literacy skills in the absence of phoneme awareness?

Two studies investigating the relationship betweenphoneme awareness and word reading ability in Downsyndrome (DS) are reported. The first study included33 Brazilian individuals with DS (mean age =

The use of nonword repetition as a test of phonological memory in children with Down syndrome.

  • G. Laws
  • Psychology
    Journal of child psychology and psychiatry, and allied disciplines
  • 1998
Results suggest that nonword repetition is a reliable measure of phonological memory in Down syndrome and can predict language comprehension and reading ability.

Word reading and reading-related skills in adolescents with Williams syndrome.

It is suggested that in individuals with retardation, intelligence rather than language and language-related skills predict achievements in word reading.

Learning to read in Williams syndrome: looking beneath the surface of atypical reading development.

The hypothesis that although reading levels in Williams syndrome depend on phonological skills, the full development of their reading is compromised by weak semantics is supported.

Children with Down syndrome use phonological knowledge in reading

Contrary to the findings of Cossu, Rossini &Marshall [(1993a), Cognition 46: 129–138], the present experiment showed a clear link between phonological awareness and reading performance in children