Phonological working memory, phonological awareness and language in literacy difficulties in Brazilian children

2007 ◽  
Vol 22 (2) ◽  
pp. 201-218 ◽  
Author(s):  
Thais Barbosa ◽  
Monica Carolina Miranda ◽  
Ruth F. Santos ◽  
Orlando Francisco A. Bueno
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Phonological Working Memory ◽  
Brazilian Children

scholarly journals Phonological processing in students with developmental dyslexia, ADHD and intellectual disability

Revista CEFAC ◽  
2019 ◽  
Vol 21 (5) ◽  
Author(s):  
Ana Beatriz Leite dos Anjos ◽  
Alexandre Lucas de Araújo Barbosa ◽  
Cíntia Alves Salgado Azoni
Keyword(s):  
Working Memory ◽  
Intellectual Disability ◽  
Phonological Awareness ◽  
Phonological Processing ◽  
Mental Lexicon ◽  
Rapid Automatized Naming ◽  
Cross Sectional ◽  
Phonological Working Memory ◽  
Students With Adhd ◽  
Phonological Access

ABSTRACT Purpose: to compare the performance of students with dyslexia, intellectual disability and ADHD on the skills of phonological awareness, phonological access to the mental lexicon, and phonological working memory. Methods: this is a descriptive, cross sectional and quantitative study. The sample was composed of 32 students, divided into the following groups: G1 - students with dyslexia; G2 - students with ADHD; G3 - students with intellectual disability. The children were assessed on their skills of phonological awareness, phonological working memory, and phonological access to the mental lexicon. A descriptive and inferential analysis was made, using the non-parametric Kruskal-Wallis test. Results: statistically significant differences were observed among the three groups on the phonological working memory skills for pseudowords, forward digit repetition, and backward digit repetition; phonological awareness on syllable level, phoneme level, test total score, and digits subtest of the rapid automatized naming test. Through the descriptive analysis, it was observed that G1 had the best results on all the skills assessed, followed by G2 and G3 Conclusion: differences were found on the skills of phonological working memory and phonological awareness among the groups of students presented with dyslexia, ADHD and intellectual disability.

scholarly journals Levels of Phonological Awareness, Working Memory, and Lexical Knowledge in Elementary School Children

2013 ◽  
Vol 23 (56) ◽  
pp. 329-338 ◽  
Author(s):  
Heloisa Helena Motta Bandini ◽  
Flavia Heloisa Santos ◽  
Deisy das Gracas de Souza
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Oral Language ◽  
Initial Phase ◽  
First Grade ◽  
Second Phase ◽  
Language Abilities ◽  
Lexical Knowledge ◽  
High Positive Correlation ◽  
Phonological Working Memory

Relationships between oral language, phonological awareness, and working memory have been empirically demonstrated, however, phonological awareness encompasses different abilities, assessed at different levels. The present study investigated the possible associations between specific phonological awareness abilities and phonological working memory in first-grade students. In the initial phase ( n = 254), the study evaluated the abilities of phonological awareness and phonological working memory and found a high positive correlation between these abilities, thus confirming the findings of previous studies. The second phase ( n = 12) evaluated the vocabulary of individuals who, in the initial phase, showed low or high working memory and phonological awareness scores. Students with low working memory and low phonological awareness capacities had low scores in expressive language abilities, suggesting that phonological working memory may have direct effects on lexical knowledge. These results contribute to the understanding of the relationships investigated in this study and have important implications for planning teaching strategies.

scholarly journals Early undernutrition as a cause of changes in phonological processing skills

Revista CEFAC ◽  
2019 ◽  
Vol 21 (3) ◽  
Author(s):  
Patrícia Aparecida Zuanetti ◽  
Maria Fernanda Laus ◽  
Sebastião de Sousa Almeida ◽  
Marisa Tomoe Hebihara Fukuda
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
School Performance ◽  
Phonological Processing ◽  
Cognitive Skills ◽  
Written Language ◽  
Cognitive Tasks ◽  
Phonological Working Memory ◽  
Nutritional Recovery ◽  
History Of

ABSTRACT Purpose: to determine whether undernutrition in the first years of life affects the phonological awareness skills, the phonological working memory and the school performance of children. Methods: the participants were children with a history of moderate/severe undernutrition during their first years of life (G1) who achieved nutritional recovery (n = 15). The performance of G1 in different cognitive tasks (phonological awareness at the syllable and phoneme level, phonological working memory - repetition of digits and pseudowords, and reading, writing and arithmetic activities) was compared to that of children with school difficulties (G2) (n = 15) and without school difficulties (G3) (n = 15), all eutrophic ones. Results: the performance of G1 was worse than that of the other two groups in all tasks evaluated (mean score of G1, G2 and G3 and p-values: phonological awareness: 31, 41, 57 - 0.01; repetition of direct order digits: 18, 23, 28 - 0.001; writing: 4, 10, 22 - 0.001; reading: 26, 45, 65-0.001; arithmetic: 4, 7, 11- 0.001). Conclusion: the results demonstrate that undernutrition affected the cognitive development, causing changes in important cognitive skills for the development of written language.

Exploring which test-taker characteristics predict young L2 learners’ performance on listening and reading comprehension tests

2021 ◽  
pp. 026553222199113
Author(s):  
Sarah Sok ◽  
Hye Won Shin ◽  
Juhyun Do
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Test Performance ◽  
Test Taker ◽  
Phonological Working Memory ◽  
Young Learners ◽  
L2 Learners ◽  
L2 Listening ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

Test-taker characteristics (TTCs), or individual difference variables, are known to be a systematic source of variance in language test performance. Although previous research has documented the impact of a range of TTCs on second language (L2) learners’ test performance, few of these studies have involved young learners. Given that young L2 learners undergo rapid maturational changes in their cognitive abilities, are susceptible to affective factors in unique ways, and have little autonomy with respect to the context of L2 acquisition, the relationship between their personal attributes and their test performance merit separate research attention. To fill this gap, we investigated the extent to which sixth-grade, Korean-L1, EFL learners’ ( n = 107) TTCs predicted their performance on tests of L2 listening and reading comprehension. The TTCs under investigation included three cognitive characteristics (aptitude, phonological working memory, L1 competence), one affective factor (motivation), and two demographic variables (socioeconomic status and gender). Results showed that aptitude and phonological working memory significantly predicted participants’ performance on both L2 listening and reading comprehension tests, whereas motivation predicted performance on the L2 listening comprehension test only. These findings suggest that higher aptitude, phonological working memory, and motivation contribute positively to young learners’ L2 outcomes.

Sign in / Sign up

Export Citation Format

Share Document