Habilidades auditivas de escolares com E sem transtorno de leitura

Abstract

The present work presents two studies. The first one had the objective to analyze the auditory abilities of students with and without reading disorder. 44 schoolchildren of both sexes between 9 and 11 years old participated in this study. All enrolled in grades 4 and 5 of elementary school. Distributed in two groups: clinical group and control group. All the participants underwent the evaluation of reading of isolated words and the Cloze technique. After, they performed audiological tests and then tests that evaluate hearing abilities (localization tests, dichotic digit test, pediatric speech intelligibility test, sequential frequency pattern test and random interval detection test). The results showed a better performance of the control group in relation to the clinical group and the correlation between the reading abilities and the abilities of binaural integration and temporal resolution. This result points to the importance of auditory processing tests to compose the protocols used to evaluate the reading disorders. It is concluded that the insertion of central auditory processing tests in the evaluation of children with reading difficulties is essential for the contribution of a thorough evaluation, which will guide the therapeutic intervention. The second paper had as objective to investigate the relationship of reading of words and reading comprehension in children from 9 to 11 years old of public schools. 77 children of both sexes between 9 and 11 years old participated in this study. All enrolled in grades 4 and 5 of elementary school. All participants underwent evaluation of decoding and reading comprehension (reading of isolated words and the Cloze technique). Through the tests used for research about the decoding (LPI Test) and reading comprehension (Cloze Technique) it is concluded that the ability of reading words is indispensable for the individual to perform well in reading comprehension.