A relação entre memória de trabalho e competência leitora em crianças do 3º ano fundamental
DOI:
https://doi.org/10.15448/1984-4301.2017.2.26437Palavras-chave:
Transtornos de leitura, Memória de trabalho, Provinha Brasil.Resumo
Ler e escrever são direitos essenciais, que envolvem dimensões individuais e coletivas (UNESCO, 2005). No entanto, os transtornos de leitura e déficits em funções executivas podem tornar essa atividade árdua. Buscamos investigar o desenvolvimento da competência leitora de 43 alunos do 3º ano em escolas da rede pública de Natal-RN e sua relação com a capacidade de memória de trabalho, através da Provinha Brasil e de testes de memória de trabalho (AWMA – Automated Working Memory Assessment). As Provinhas Brasil dos alunos, participantes do Projeto ACERTA – Avaliação de Crianças em Risco de Transtornos de Aprendizagem (CAPES/OBEDUC) – foram analisadas e comparadas aos escores dos testes de memória de trabalho. Os resultados indicam que a competência leitora dos alunos está ligada à sua capacidade de memória de trabalho, principalmente no que diz respeito ao componente fonológico.
Downloads
Referências
ACKERMAN, Thomas. Phonological processes, confrontational naming, and immediate memory in dyslexics. Journal of Learning Disabilities, v. 26, p. 597-609, 1993. https://doi.org/10.1177/002221949302600910
ALLOWAY, Tracy. The cognitive and Behavioral Characteristics of Children with low WM. Child Development, v. 80, n. 2, p. 606–621, 2009.
ALLOWAY, Tracy; GATHERCOLE, Susan; PICKERING, Steve. Verbal and visuo-spatial short-term and working memory in children: Are they separable? Child Development, v. 77, p. 1698-1716, 2006. https://doi.org/10.1111/j.1467-8624.2006.00968.x
ALLOWAY, Tracy; GATHERCOLE, Susan; WILLIS, Catherine; ADAMS, Anne-Marie. A structural analysis of working memory and related cognitive skills in early childhood. Journal of Experimental Child Psychology, v. 87, p. 85-106, 2004. https://doi.org/10.1016/
j.jecp.2003.10.002
ALLOWAY, Tracy; GATHERCOLE, Susan; WILLIS, Catherine; ADAMS, Anne-Marie. Working memory and special educational needs. Education and Child Psychology, v. 22, p. 56-67, 2004.
ALLOWAY, Tracy. How does working memory work in the classroom? Educational Research and Reviews, v. 1, n. 4, p. 134-139, 2006.
ALLOWAY, Tracy; GATHERCOLE, Susan; ADAMS, Anne-Marie; WILLIS, Catherine; LAMONT, Emily. Working memory and other cognitive skills as predictors of progress towards early learning goals at school entry. British Journal of Developmental Psychology,
v. 23, p. 417-426, 2005. https://doi.org/10.1348/026151005X26804
ANGELINI, A. L., ALVES, I. C. B.; CUSTÓDIO, E. M.; DUARTE, W. F.; DUARTE, J. L. M. Matrizes Progressivas Coloridas de Raven: Escala Especial. Manual. São Paulo: CETEPP, 1999.
BADDELEY, Adam. The episodic buffer: a new component of working memory? Trends. Cogn. Sci., v. 4, p. 417–23, 2000. https://doi.org/10.1016/S1364-6613(00)01538-2
BLOMERT, Leo; FROYEN, Dries. Multi-sensory learning and learning to read. International Journal of Psychophysiology, v. 77, p. 195-204, 2010. https://doi.org/10.1016/j.ijpsycho.2010.06.025
DANCEY, Christine; Reidy, John. Estatística sem matemática para psicologia. Tradução Lorí Viali. Porto Alegre: Artmed, 2006.
DE JONG, Peter. Working memory deficits of reading disabled children. J Exp Child Psychol, v. 70, p. 75-96, 1998. https://doi.org/10.1006/jecp.1998.2451
DEHEANE, Stanislas. Reading in the brain: the science and evolution of a human invention. Viking, 2009.
DIAMOND, Adele. Executive Functions. Annu. Rev. Psychol., v. 64, p. 135-168, 2013.
FRITH, Uta. Beneath the surface of developmental dyslexia. In: Patterson, K.; Marshall, J.; Coltheart, M. (Eds.). Surface Dyslexia. Neuropsychological and Cognitive Studies of Phonological Reading. London: Erlbaum, 1985. p. 301-330.
GATHERCOLE, Susan; PICKERING, Steve; AMBRIDGE, Ben; WEARING, Helen. The Structure of Working Memory From 4 to 15 Years of Age. Developmental Psychology, v. 40, n. 2, p. 177-190, 2004. https://doi.org/10.1037/0012-1649.40.2.177
GATHERCOLE, Susan; PICKERING, Steve. Working memory deficits in children with low achievements in the national curriculum at 7 years of age. British Journal of Educational Psychology, v. 70, p. 177-194, 2000. https://doi.org/10.1348/000709900158047
GATHERCOLE, Susan; PICKERING, Steve; KNIGHT, C.; STEGMANN, Z. Working memory skills and educational attainment: evidence from national curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology. p. 1-16, 2004.
KANE, Michael; HAMBRICK, David; TUHOLSKI, Stephen; WILHELM, Oliver; PAYNE, Tabitha; ENGLE, Randall. The generality of working memory capacity: A latent-variable approach to verbal and visuospatial memory span and reasoning. Journal of Experimental
Psychology: General, v. 132, n. 92, p. 189-217, 2004.
MARZOCCHI, Gino; OOSTERLAAN, Jaap; ZUDDAS, Alessandro; CAVOLINA, Pina; GEURTS, Hilde; REDIGOLO, Debora. Contrasting deficits on executive functions between ADHD and reading disabled children, Journal of Child Psychology and Psychiatry, v. 49, p. 543-552, 2008. https://doi.org/10.1111/j.1469-7610.2007.01859.x
PICKERING, Steve. Assessment of working memory in children. In: S.J. Pickering (Ed.). Working memory and education, p. 242-273, London: Elsevier, 2006a. https://doi.org/10.1016/B978-012554465-8/50011-9
ROODENRYS, Steven; STOKES, John. Serial recall and nonword repetition in reading disabled children. Reading and Writing, v. 14, p. 379-394, 2001. https://doi.org/10.1023/A:1011123406884
SHAYWITZ, Sally. Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. Vintage, 2003.
SIEGEL, Linda; RYAN, E.B. The development of working memory in normally achieving and subtypes of learning disabled children. Child Development, v. 60, n 4, p. 973-980, 1998.
SMITH-SPARK, Jamie; FISK, J. FAWCETT, A. J.; NICOLSON, R. I. Investigating the central executive in adult dyslexics: Evidence from phonological and visuospatial working memory performance. European Journal of cognitive Psychology, v. 15, p. 567-587, 2003.
https://doi.org/10.1080/09541440340000024
SMITH-SPARK, Jamie; FISK, J. Working memory functioning in developmental dyslexia. Memory, v. 15, p. 34-36, 2007. https://doi.org/10.1080/09658210601043384
SWANSON, Lee. Reading comprehension and working memory in learning-disabled readers: is the phonological loop more important than the executive system. Journal of Experimental Child Psychology, 1999.
SWANSON, Lee; ASHBAKER, M. Working memory, short –term memory, speech rate, word recognition, and reading comprehension in learning disabled readers: Does the executive system have a role? Intelligence, v. 28, p. 1-30, 2000.
SWANSON, Lee; ASHBAKER, M.; LEE, C. Learning-disabled reader’s working memory as a function of processing demands. Journal of Experimental Child Psychology, v. 61, p. 242-275, 1996. https://doi.org/10.1006/jecp.1996.0016
UNESCO. Education for All: Literacy for life. Paris: UNESCO Publishing, 2005.
WANG, Shaomeng; GATHERCOLE, Susan. Working memory deficits in children with reading difficulties: Memory span and dual task coordination. Journal of Experimental Psychology, v. 115, p. 188-197, 2013.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Direitos Autorais
A submissão de originais para a Letrônica implica na transferência, pelos autores, dos direitos de publicação. Os direitos autorais para os artigos publicados nesta revista são do autor, com direitos da revista sobre a primeira publicação. Os autores somente poderão utilizar os mesmos resultados em outras publicações indicando claramente a Letrônica como o meio da publicação original.
Licença Creative Commons
Exceto onde especificado diferentemente, aplicam-se à matéria publicada neste periódico os termos de uma licença Creative Commons Atribuição 4.0 Internacional, que permite o uso irrestrito, a distribuição e a reprodução em qualquer meio desde que a publicação original seja corretamente citada.
