Correlation between cognitive-linguistic skills in students with learning difficulties
Keywords:
Teaching-Learning, Specific Learning Disorders, Reading, Mediated WritingAbstract
Objective: The aim this study was to verify the existence of association between skills of same cognitive domain, of the test cognitive-linguistic performance – collective and individual version, in students with learning difficulties. Methods: The participants of this study were 57 students from 4th grades of the elementary school, with old between 10 years and 5 months to 14 years and 7 months, of both genders. As procedure was utilized the Test Cognitive-Linguistic Performance – collective and individual version. The collective version is composed for skills of writing, arithmetic, auditory processing and visual processing, and the individual version is composed for skills of reading, phonological awareness, auditory processing, visual processing and processing speed. Results: The results this study demonstrated positive correlation coefficient among the variables of the subtests, suggesting that the higher the values of a variable, the greater the values of another variable. Conclusion: We can conclude that the correlation of each test of the skills of the Test Cognitive-Linguistic Performance showed parallel behavior, indicating that, to the tests correlated the performance in a variable affects the performance of another, thus causing a deficit in the performance of students in classroom.
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Copyright (c) 2012 Cláudia da Silva, Simone Aparecida Capellini
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