Application of the double-route model in the diagnosis of dyslexia
systematic review
Keywords:
Diagnosis, Dyslexia, Neurocognitive ModelAbstract
Dyslexia is a learning disorder of reading that can affect writing, however, the identification of this disorder is still very imprecise. The objective of this study was to verify the application of the neurocognitive double-route model in the diagnostic studies, through a systematic review of the literature. The descriptors used: dyslexia, reading, double-route; evaluation of dyslexia; diagnosis of dyslexia, in the Medline, SciELO and Google Academic databases (2013-2018). The sample consisted of 52 studies and 40 applied the double-route model in the diagnosis. The results showed that the most used instruments were Phonological Awareness Task (20%), Word Reading Task and pseudowords (15%); the most investigated cognitive functions were reading (30%) and phonological awareness (25%). The studies showed empirical evidence of the use of the model, demonstrating that deficits in the components of phonological and lexical processing explain the presence of dyslexia, contributing to the diagnosis.
Downloads
References
Dehaene S. Os neurônios da leitura: como a ciência explica a nossa capacidade de ler. Porto Alegre: Penso Editora; 2012.
Piasta SB, Wagner RK. Learning letter names and sounds: effects of instruction, letter type, and phonological processing skill. J Exp Child Psychol. 2010;105(4):324-44.
Catts HW. Identificação Precoce da Dislexia. In: Alves LM, Mousinho R, Capellini SA, orgs. Dislexia Novos Temas, Novas Perspectivas. Rio de Janeiro: Walk; 2011. p. 55-70.
Knoop-van Campen CAN, Segers E, Verhoeven L. How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia. Dyslexia. 2018;24(2):156-69.
Moll K, Loff A, Snowling MJ. Cognitive endophenotypes of dyslexia. Sci Stud Read. 2013;17(6):385-97.
Pennington BF, McGrath LM, Rosenberg J, Barnard H, Smith SD, Willcutt EG, et al. Gene × environment interactions in reading disability and attention-deficit/hyperactivity disorder. Dev Psychol. 2009;45(1):77-89.
Elliott GJ, Grigorenko LE. The dyslexia debate. New York: Cambridge University Press; 2014.
Lima e Silva NML. A prevalência da dislexia em alunos do ensino fundamental de escolas particulares [dissertação]. Santa Maria: Universidade Federal de Santa Maria; 2004.
Rao S, Raj SA, Ramanathan V, Sharma A, Dhar M, Thatkar PV, et al. Prevalence of dyslexia among school children in Mysore. Int J Med Sci Public Health. 2017;6(1):159-64.
Rutter M, Caspi A, Fergusson D, Horwood LJ, Goodman R, Maughan B, et al. Sex differences in developmental reading disability: new findings from 4 epidemiological studies. JAMA. 2004;291(16):2007-12.
Associação Brasileira de Dislexia (ABD) [Internet]. São Paulo: ABD; 2018 [acesso 2018 Nov 6]. Disponível em: http://www.dislexia.org.br/
Associação Psiquiátrica Americana (APA). Manual Estatístico e Diagnóstico dos Transtornos Mentais, 5a edição - DSM-5. Porto Alegre: Artmed; 2014.
Daucourt MC, Erbeli F, Little CW, Haughbrook R, Hart SA. A Meta-Analytical Review of the Genetic and Environmental Correlations between Reading and Attention-Deficit/Hyperactivity Disorder Symptoms and Reading and Math. Sci Stud Read. 2019;1-34.
Gvion A, Friedmann N. A Principled Relation between Reading and Naming in Acquired and Developmental Anomia: Surface Dyslexia Following Impairment in the Phonological Output Lexicon. Front Psychol. 2016;7:340.
Coltheart M, Rastle K, Perry C, Langdon R, Ziegler J. DRC: A dual route cascaded model of visual word recognition and reading aloud. Psychol Rev. 2001;108(1):204-56.
Ellis AW. Leitura, Escrita e Dislexia: Uma análise cognitiva. Porto Alegre: Artmed; 1995.
Oliveira AM, Germano GD, Capellini SA. Desempenho de escolares em provas de processo de identificação de letras e do processo léxico. Rev CEFAC. 2016;18(5):1121-32.
Frith U. Dyslexia as a developmental disorder of language. London: MRC, Cognitive Developmental Unit; 1990.
Rotta NT, Pedroso FS. Transtorno da Linguagem Escrita: dislexia. In: Rotta NT, Ohlweiler L, Riesgo RS, orgs. Transtornos da Aprendizagem - Abordagem Neurobiológica e Multidisciplinar. Porto Alegre: Artmed; 2016. p. 133-47.
Salles JF, Parente MAMP. Processos Cognitivos na Leitura de Palavras em Crianças: Relações com Compreensão e Tempo de Leitura. Psicol Reflex Crit. 2002;15(2):321-31.
Pinheiro AMV. Dificuldades Específicas de Leitura: A Identificação de Déficits Cognitivos e a Abordagem do Processamento de Informação. Psicol Teor Pesqui. 1995;11(2):107-15.
Sela I, Izzetoglu M, Izzetoglu K, Onaral B. A Functional near-infrared spectroscopy study of lexical decision task supports the dual route model and the phonological deficit theory of dyslexia. J Learn Disabil. 2014;47(3):279-88.
Ripamonti E, Aggujaro S, Molteni F, Zonca G, Frustaci M, Luzzatti C. The anatomical foundations of acquired reading disorders: a neuropsychological verification of the dual-route model of reading. Brain Lang. 2014;134:44-67.
Coltheart M. Dual route and connectionist models of reading: an overview. London Rev Educ. 2006;4(1):5-17.
Nobre AP, Salles JF. O papel do processamento léxico-semântico em modelos de leitura. Arq Bras Psicol. 2014;66(2):128-42.
Zygouris NC, Avramidis E, Karapetsas AV, Stamoulis GI. Differences in dyslexic students before and after a remediation program: A clinical neuropsychological and event related potential study. Appl Neuropsychol Child. 2018;7(3):235-44.
Chan CYH. Verbal Working Deficits in Children with Chinese Developmental Dyslexia. Int J Educ Psychol Res. 2018;7(2):24-8.
Diamanti V, Goulandris N, Campbell R, Protopapas A. Dyslexia Profiles Across Orthographies Differing in Transparency: An Evaluation of Theoretical Predictions Contrasting English and Greek. Sci Stud Read. 2017;22(1):55-69.
Verhoeven L, Keuning J. The Nature of Developmental Dyslexia in a Transparent Orthography. Sci Stud Read. 2017;22(1):7-23.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Heloísa dos Santos Peres Cardoso, Patrícia Martins de Freitas
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
