Rapid automatized naming and phonological awareness: the predictive effect for learning to read and write and their relationship with developmental dyslexia

• Ano de defesa: 2020
• Autor(a) principal: Silva, Patrícia Botelho da
• Orientador(a): Macedo, Elizeu Coutinho de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: eng
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Palavras-chave em Inglês: rapid automatic naming; phonological awareness; literacy; reading development; Brazilian Portuguese
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA COGNITIVA
• Link de acesso: http://dspace.mackenzie.br/handle/10899/27841

Among the predictors of reading, rapid automatized naming (RAN) and phonological awareness (PA) are the best predictors. The predictive effect of these abilities is different, and they predict different aspects of reading, being dependent on the orthographic regularity of the language as well as the student’s level or grade in school. The double deficit theory describes these two components as impaired in people with dyslexia and reading disabilities. Longitudinal studies that analyze cognitive processes supporting the development of reading and literacy are important for understanding processes in good readers as well as will help mitigate the effects of dyslexia and reading disability. The present thesis pursues two major aims. The first aim is to analyze the structure and predictive effect of RAN and PA skills on reading and writing tasks in Brazilian Portuguese in two studies. Study 1 sought to investigate the structure of RAN tests for Brazilian Portuguese throughout its development according to age. The results were important in determining the bidimensional model (alphanumeric and non-alphanumeric) throughout development of age and development of literacy. In addition, the results showed that the period between kindergarten and elementary school may show greater development of RAN skills in conjunction with literacy learning. In Study 2, we sought to investigate the predictive effect of PA and RAN on the development of reading and writing ability in Brazilian Portuguese. The results showed that RAN ability was a better predictor than PA of reading and writing skills for Brazilian Portuguese in relation to reading and writing speed. In addition, the type of stimulus of RAN influenced the predictive effect. Alphanumeric RAN better predicts reading, while non-alphanumeric stimuli predict writing.