Performance cognitive-linguistic and reading of students with attention deficit and hyperactivity disorder

Authors

  • Cláudia da Silva Universidade Estadual Paulista J. M. Filho; Faculdade de Filosofia e Ciências; Programa de Pós Graduação em Educação
  • Vera Lúcia Orlandi Cunha Universidade Estadual Paulista J. M. Filho; Faculdade de Filosofia e Ciências; Programa de Pós Graduação em Educação
  • Simone Aparecida Capellini Universidade Estadual Paulista J. M. Filho; Faculdade de Filosofia e Ciências; Programa de Pós Graduação em Educação

DOI:

https://doi.org/10.7322/jhgd.20037

Keywords:

learning, attention deficit and hyperactivity disorder, reading

Abstract

OBJECTIVE: the aim of this study was to compare the cognitive-linguistic skills performance and reading of students with Attention Deficit and Hyperactivity Disorder and students without behavioral and/or learning disorders. METHOD: the study included 20 students from 5th to 8th grade of elementary school. The students were divided into: Group I (GI): composed by 10 students with an interdisciplinary diagnosis of Attention Deficit and Hyperactivity Disorder, and Group II (GII): composed by 10 students without complaints of behavioral and/or learning disorders. The tests of metalinguistic skills and reading (PROHMELE) were used as procedure, composed of syllabic and phonemic identification, syllabic and phonemic manipulation, repetition of nonwords and reading tests. RESULTS: the results showed statistically significant differences between GI and GII, demonstrating that students from GI presented superior performances when compared to the students from GII. CONCLUSION: according to the findings of this study we can conclude that the difficulties presented by students with Attention Deficit and Hyperactivity Disorder can be attributed to inattention, hyperactivity and disorganization, characteristic of this diagnosis, and not to a disorder of language of phonological basis.

References

American Psychiatric Association. Diagnostic and statistical manual of mental dosorders (DSM-IV) (4th Ed.).Washington, DC: American Psychiatric Association; 2000.

DuPaul GJ, Stoner G. TDAH nas escolas. Estratégias de Avaliação e Intervenção. São Paulo: Editora M. Books do Brasil; 2007.

Liotti M, Pliszka SR, Higgins K, PrezIII R, Semrud-Clikeman M. Evidence for specificity of ERP abnormalities during response inhibition in ADHD children: A comparison with reading disorder children without ADHD. Brainand Cognition. 2010; (72):228-237.

Zorzi JL, Ciasca SM. Análise de erros ortográficos em diferentes problemas e aprendizagem. Rev CEFAC. 2009; 11(3): 406-416.

Mangina CA, Beuzeron-Mangina H. Similarities and differences between learning abilities, “Pure” learning disabilities, “Pure” ADHD and comorbid ADHD with learning disabilities. Int J Psychophysiology. 2009; (73):170-177.

Pinheiro FH, Lourenceti MD, Santos LCA. Transtornos do déficit de atenção e hiperatividade: critérios diagnósticos. In: Capellini SA, Germano GD, Cunha VLO, editors. Transtornos de aprendizagem e transtornos da atenção (da Avaliação à Intervenção). São José dos Campos: Editora Pulso; 2010. p. 21-33.

van De Voorde S, Roeyers H, Wier-sema JR. Error monitoring in children with ADHD or reading disorder: Anevent-related. Biological Psychology. 2010; (85):176-185.

Ygual-Fernández A, Miranda-Casas A, Cervera-Mérida JF. Dificultades en lasdimensiones de forma y contenido de llenguaje en los niños con trastornopor déficit de atención con hiperacti-vidad. Rev Neurologia Clinica.2000; (1):193-202.

Mulas F, Etchepareborda MC, Abad-Mas L, Díaz-Lucero A. Transtornos neuropsicológicos de los adolescentes afectos de trastorno por déficit de atención con hiperactividad. Rev Neurologia. 2006; 43(1):71-81.

Asberg J, Dahlgren S, Sandberg AD. Basic reading skills in high-functio-ning Swedish children with autisms pectrum disorders or attention disorder. Research in Autism Spectrum Disorders. 2008; (2):95-109.

DSM-IVTM. Manual Diagnóstico e Estatístico de Transtornos Mentais. Porto Alegre: Artes Médicas; 2000.

Índice de Desenvolvimento Socioeconômico (IDESE). Fundação de Economia e Estatística [homepage na internet]. Porto Alegre: 2003. [acesso em ago 2010]. Disponível: hhp://www.fee.tche.br/sitefee/PT/content/estatísticas/pgidese.php.

Cunha VLO, Capellini SA. PROHMELE– Protocolo de habilidades meta lingüísticas e de leitura. Rio de Janeiro: Revinter; 2009.

Scliar-Cabral L. Princípios do sistema alfabético do português do Brasil. São Paulo: Contexto; 2003.

Abdo AGR, Murphy CFB, Schochat E. Habilidades auditivas em crianças com dislexia e transtorno do déficit de atenção e hiperatividade. Pró-Fono Revista de Atualização Científica. 2010; 22(1): 25-30.

Schochat E, Scheuer CI, Andrade ER. Attention deficit hyperactivity disorder. In: Larimer, M. Attention deficit hyperactivity disorder-Research Developments. Nova Iorque: Nova Science Publishers, Inc.; 2005.p.31-54.

Silva C, Capellini SA. Eficácia do programa de remediação fonológica e leitura no distúrbio de aprendizagem. Pró-Fono Rev Atualização Científica. 2010; 22(2): 131-138.

Downloads

Published

2011-12-01

Issue

Vol. 21 No. 3 (2011)

Section

Original Research

License

CODE OF CONDUCT FOR JOURNAL  PUBLISHERS

 

Publishers who are Committee on Publication Ethics members and who support COPE membership for journal editors should:

 

Publishers should:

 

  • Define the relationship between publisher, editor and other parties in a contract
  • Respect privacy (for example, for research participants, for authors, for peer reviewers)
  • Protect intellectual property and copyright
  • Foster editorial independence

 

Publishers should work with journal editors to:

 

  • Set journal policies appropriately and aim to meet those policies, particularly with respect to:

–         Editorial  independence

–         Research ethics, including confidentiality, consent, and the special requirements for human and animal research

–         Authorship

–         Transparency and integrity (for example, conflicts of interest, research funding, reporting standards

–         Peer review and the role of the editorial team beyond that of the journal editor

–         Appeals and complaints

  • Communicate journal policies (for example, to authors, readers, peer reviewers)
  • Review journal policies periodically, particularly with respect to new recommendations from the COPE
  • Code of Conduct for Editors and the COPE Best Practice Guidelines
  • Maintain the integrity of the academic record
  • Assist the parties (for example, institutions, grant funders, governing bodies) responsible for the investigation of suspected research and publication misconduct and, where possible, facilitate in the resolution of these cases
  • Publish corrections, clarifications, and retractions
  • Publish content on a timely basis