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Universitas Psychologica

versão impressa ISSN 1657-9267

Resumo

GOMEZ, LUZ ÁNGELA et al. PHONOLOGICAL CONSCIOUSNESS AND VERBAL BEHAVIOR IN CHILDREN WITH LEARNING DIFFICULTIES. Univ. Psychol. [online]. 2007, vol.6, n.3, pp.571-580. ISSN 1657-9267.

Introduction: Phonological awareness has been suggested as the basic problem in learning disabilities (LD). Objective: To analyze the characteristics of the phonological awareness and the verbal skills in a sample of children aged 7 to 10 years with LD compared with a control group without LD. Material and methods: A nonrandom sample of sixty four - 7-to- 10-year-old - children of both genders, which were studying in Medellín city (Colombia), was selected. The sample was classified in 2 equal size groups: 1) LD and 2) a control group without LD. A questionnaire of LD for teachers (Spanish abbreviation: CEPA) was used as grouping classification. The cut-off point for the cases was a T-score = 60, and for the controls T= 55. The groups were compared in six tasks of phonological awareness and 5 tests of verbal skills. Results: The LD group had a statistically significant lower performance on phonological segmentation than the control group (p = 0,032); and significant lower scores on the verbal skills tests of comprehension (Token Test), narratives and inferences (p = 0.000). Conclusion: LD children presented lower performances on tasks of phonological segmentation, verbal comprehension and narratives.

Palavras-chave : learning disabilities; phonological awareness; verbal skills; speech; language; language development; language behaviour; learning disabilities..

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