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Abstract(s)
Introdução: As perturbações na leitura são frequentes nas crianças com diagnóstico com PHDA, existindo autores que argumentam que a PHDA (Perturbação de Hiperatividade/Défice de Atenção) constitui um fator de risco para dificuldades na leitura. Averiguou-se que as funções responsáveis pelas dificuldades psicolinguísticas, apresentadas por estas crianças, se deviam a falências de mecanismos a nível da atenção visual, da memória de trabalho, memória visual e da velocidade de processamento. Através do Eye-Tracking tornou-se possível a distinção entre crianças com PHDA de crianças normoleitoras, devido a um maior número de palavras ignoradas, maiores durações de leitura e mais releituras de determinadas palavras-alvo, consoante o seu comprimento e frequência na língua portuguesa. Objetivo: Identificar as relações existentes entre as funções cognitivas e as variáveis de Eye-Tracking, capazes de diferenciar as crianças com PHDA das crianças normoleitoras. Métodos: Participaram neste estudo 40 crianças distribuídas por 2 grupos amostrais: um grupo clínico com diagnóstico de PHDA com o subtipo predominantemente desatento, e um grupo de controlo com crianças de desenvolvimento típico. Resultados: Os resultados obtidos através do coeficiente de correlação de Pearson, exibiram uma relação significativa entre défices na velocidade de processamento e um maior número de palavras curtas de média-frequência a serem ignoradas e com durações médias superiores na primeira passagem de leitura nas palavras longas de média-frequência. Conclusão: O presente estudo alerta para a importância da avaliação de défices na competência de leitura em crianças com PHDA-D e também na importância que a velocidade de processamento aparenta ter na leitura.
Introduction: Reading disorders are frequent in children diagnosed with ADHD, with some authors arguing that ADHD (Attention Deficit/Hyperactivity Disorder) is a risk factor for reading difficulties. It was found that the functions responsible for the psycholinguistic difficulties presented by these children were due to the failure of mechanisms at the level of visual attention, working memory, visual memory, and processing speed. Through Eye-Tracking it became possible to distinguish between children with ADHD and normal readers, due to a higher number of ignored words, longer reading durations and more rereading’s of certain target words, depending on their length and frequency in the Portuguese language. Objective: To identify the relationships between cognitive functions and Eye-Tracking variables that could differentiate children with ADHD from normal readers in the group of children with ADHD. Methods: 40 children distributed by 2 sample groups participated in this study: a clinical group diagnosed with ADHD with the predominantly inattentive subtype, and a control group with typically developing children. Results: The results obtained through Pearson's correlation coefficient, exhibited a significant relationship between deficits in processing speed and a higher number of medium-frequency short words being ignored and with higher mean durations in the first reading passage in mediumfrequency long words. Conclusion: The present study draws attention to the importance of assessing deficits in reading competence in children with ADHD and to the importance that processing speed appears to have in reading.
Introduction: Reading disorders are frequent in children diagnosed with ADHD, with some authors arguing that ADHD (Attention Deficit/Hyperactivity Disorder) is a risk factor for reading difficulties. It was found that the functions responsible for the psycholinguistic difficulties presented by these children were due to the failure of mechanisms at the level of visual attention, working memory, visual memory, and processing speed. Through Eye-Tracking it became possible to distinguish between children with ADHD and normal readers, due to a higher number of ignored words, longer reading durations and more rereading’s of certain target words, depending on their length and frequency in the Portuguese language. Objective: To identify the relationships between cognitive functions and Eye-Tracking variables that could differentiate children with ADHD from normal readers in the group of children with ADHD. Methods: 40 children distributed by 2 sample groups participated in this study: a clinical group diagnosed with ADHD with the predominantly inattentive subtype, and a control group with typically developing children. Results: The results obtained through Pearson's correlation coefficient, exhibited a significant relationship between deficits in processing speed and a higher number of medium-frequency short words being ignored and with higher mean durations in the first reading passage in mediumfrequency long words. Conclusion: The present study draws attention to the importance of assessing deficits in reading competence in children with ADHD and to the importance that processing speed appears to have in reading.
Description
Keywords
PHDA-D Leitura silenciosa Funcionamento cognitivo Eye-tracking ADHD Silent reading Cognitive functioning