Processamento temporal: sua importância para aprendizagem da leitura

• Ano de defesa: 2009
• Autor(a) principal: Pina, Vera Marcia Gonçalves da Silva
• Orientador(a): Capovilla, Alessandra Gotuzo Seabra
• Banca de defesa: Carreiro, Luiz Renato Rodrigues , Navas, Ana Luiza Gomes Pinto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Distúrbios do Desenvolvimento
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: criança; leitura; processamento temporal
• Palavras-chave em Inglês: children; reading; temporal processing
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: http://dspace.mackenzie.br/handle/10899/22648

Despite extensive research seeking to understand the problems of reading and the causes underlying them, there are still some open aspects. Therefore, it was with this research examining the relationship between temporal processing and reading. For both were initially evaluated 184 children of 2, 3 and 4 grades of elementary school and, based on performance on a reading test, it was selected two groups with 26 children each, a group of good readers and a group of poor readers. These two groups were subjected to three tests to assess individual abilities of temporal processing, namely the rhythm (in terms of spontaneous motor production, reproduction of rhythmic structures and understanding of symbolic notation), the speed (readinf speed, picture naming speed and number naming speed) and sequencing (memory of verbal sounds and sequencing of daily activities). Analysis of variance was conducted to check possible differences between groups and school years. Overall, the group of poor readers showed lower performance on several tasks of temporal processing when compared with the group of good readers. This lower performance is more apparent in the tasks of reading speed and naming. There was also correlation between reading and various aspects of temporal processing. These results suggest that problems with reading are related to temporal deficits, especially on tasks involving verbal material, such as speed reading and naming.