Effectiveness of a metaphonological and reading remediation program for students with learning difficulties
CONCLUSION: The findings evidence the effectiveness of the computerized metaphonological and reading remediation program developed for this study, since the students with learning difficulties submitted to the remediation program developed the metaphonological abilities required for reading development.
Fluency parameters and types of errors in the reading of students with signs of reading and writing difficulties
CONCLUSION: The students with signs of reading and writing difficulties had worse reading fluency performance, and higher number of errors in all the grades studied. The correlations found evidenced the influence of the type of error on reading fluency, according to different patterns for each group.
The aim of this study was to present the results obtained in the auditory processing evaluation of a patient with neurofibromatosis type 1. Although the patient presented normal peripheral hearing, auditory processing deficits were identified in several abilities. This finding, described for the first time in neurofibromatosis, might help to explain the cognitive and learning disabilities broadly described for this common genetic disorder.
A comparison study of the orthographics mistakes of students with inferior and students with average writing performance
PURPOSE: The aim of this study was to verify whether children with poor writing performances make more orthographic mistakes than children of the same school grade with average performances, and what are the most frequent types of orthographic mistakes.
METHODS: Twenty-four second grade children from a public school were individually analyzed in this study. The test used was the writing subtest of the School Performance Test, which is composed by 34 words that are dictated to the students.
RESULTS: Students with lower performances had significantly more orthographic mistakes than the group of children with average writing performances. The mistakes that were statistically different between children of the two groups were: hypercorrection mistakes, difficulties with nasal markers, irregular phonographemic relation, syllable omission, and letter changes. There was also a strongly negative correlation between orthographic mistakes and writing performance.
CONCLUSION: The results showed that the better the writing performance, the lesser the orthographic mistakes made by the subjects. The most frequent mistakes made by children with poor writing skills were: irregular phonographemic relation, syllable omission, difficulties with nasal markers, hypercorrection errors and letter changes. These types of mistakes were different from the average student; however, the orthographic performance tends to improve with the improvement of the children’s learning capacity.