Executive functions and reading in Brazilian children with developmental dyslexia
Keywords:
Executive Functions, Developmental Dyslexia, Orofacial Reading, Competence Evaluation, NeuropsychologyAbstract
This work purposes to understand how the reading of children with dyslexia is processed and how the executive functions are involved in this learning disability, aiming to contribute to the development of work methodologies that focus on the remediation of the deficits underlying the reading process. The results of the first stage of a study will be presented, in which 20 students from public schools in the city of Curitiba, PR, Brazil participated: 10 participants aged from 9 to 9 years and 11 months, diagnosed with dyslexia; and 10 participants with no learning difficulties with the same age group of children with dyslexia. Participants were evaluated in reading and executive functions. To evaluate the reading were used the TDE and the TELCS, and to evaluate the executive functions were used: Test of Tracks A and B; Digits; Span of nonwords; Work memory tasks; Task Go/No Go; Verbal Fluency Test; and Tower of London. The results corroborate those of other studies showing that children with dyslexia present deficits in working memory. In addition, in the inhibitory component, children with dyslexia presented a greater number of errors than the other children, as well as they spent a longer time to perform tasks in comparison to the control group. From these results, it is possible to verify the deficits presented by the participants with dyslexia, which made possible the elaboration of a program focused on the development of executive functions, which will be applied from the second stage of this study.
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Copyright (c) 2018 Giovanna Beatriz Kalva Medina, Fabíola Fleischfresser de Souza, Sandra Regina Kirchner Guimarães
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