Avaliação foniátrica: percepção auditiva e visual em crianças com queixas de leitura e escrita

• Ano de defesa: 2019
• Autor(a) principal: Franchi, Vanessa Magosso
• Orientador(a): Novaes, Beatriz Cavalcanti de Albuquerque Caiuby
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Fonoaudiologia
• Departamento: Faculdade de Ciências Humanas e da Saúde
• País: Brasil
• Palavras-chave em Português: Foniatria; Avaliação foniátrica; Distúrbios da aprendizagem
• Palavras-chave em Inglês: Phoniatrics; Phoniatric evaluation; Learning disabilities
• Área do conhecimento CNPq: CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA
• Link de acesso: https://tede2.pucsp.br/handle/handle/22038

Introduction: The term learning disability refers to a heterogeneous group of problems that can affect any area of academic performance. Learning failures may be related to the individual, the environment, or both. Already so-called learning disorders refer to genetically determined changes in specific neurological circuits, and this term is used for learning difficulties characterized by below-expected performance for age, intellectual level and schooling in apprentices with adequate conditions and learning-friendly contexts. The differential medical diagnosis of the cases of children with learning disabilities in reading and writing is important, both to define effective conducts and family orientation, given the different prognoses they may present. Considering that perception, auditory and visual are fundamental for the learning process of reading and writing, this study aims to particularize the performance of children with learning difficulties in reading and writing in tasks of auditory and visual perception in the context of the cynical phoniatric. Objective: to evaluate auditory and visual perception in children with complaints of reading and writing difficulties, in the context of phonemic clinical assessment. Methods: We evaluated 13 children aged 8 to 12 years of a public school in the state of São Paulo, who presented complaints of learning difficulties in reading and writing, in reading, dictation and auditory and visual perception tasks. Methods: Thirteen children aged 8 to 12 years were evaluated. All attended a public school in the state of São Paulo, and teacher and parents had complaints of learning difficulties in reading and writing, in reading, dictation and auditory and visual perception tasks. Results: five groups were formed based on reading comprehension. Three groups, composed of a total of 6 children, presented significant alterations in tasks of reading, dictation, auditory and visual perception and presented greater difficulties in reading comprehension. Two groups, consisting of a total of 7 children, presented fewer alterations in the tasks performed and had less difficulties in reading comprehension. Anamnesis, reading tasks with retelling, dictation of words and pseudowords, naming of figures, repetition of numbers in reverse order, copy of figures, syllabic synthesis, phonemic synthesis, rhyme and phonemic manipulation, showed greater relevance in the differentiation of the different subjects with complaints, contributing to the differential diagnosis of the cases. Conclusions: Parents' complaints do not always correspond to the symptoms of children with learning disabilities, personal and family history are relevant to differentiate children who are at greater risk of having a specific learning disorder. The anamnesis showed relevance in the differential diagnosis of the cases as well as tasks of reading with retelling, dictation of words and pseudowords, naming of figures, repetition of numbers in reverse order, copy of figures, syllabic synthesis, phonemic synthesis, rhyme and phonemic manipulation, showed relevance to the diagnostic process in children with complaints of learning difficulties in reading and writing