Nascimento Tânia Augusto, Carvalho Carolina Alves Ferreira de, Kida Adriana de Souza Batista, Avila Clara Regina Brandão de
Center for Teaching, Assistence and Research in Reading and Writing, Department of Speech-Language Pathology and Audiology, Universidade Federal de São Paulo, São Paulo, SP, Brazil.
J Soc Bras Fonoaudiol. 2011 Dec;23(4):335-43. doi: 10.1590/s2179-64912011000400008.
To characterize the performance of students with reading difficulties in decoding and reading comprehension tasks as well as to investigate the possible correlations between them.
Sixty students (29 girls) from 3rd to 5th grades of public Elementary Schools were evaluated. Thirty students (Research Group - RG), ten from each grade, were nominated by their teachers as presenting evidences of learning disabilities. The other thirty students were indicated as good readers, and were matched by gender, age and grade to the RG, composing the Comparison Group (CG). All subjects were assessed regarding the parameters of reading fluency (rate and accuracy in words, pseudowords and text reading) and reading comprehension (reading level, number and type of ideas identified, and correct responses on multiple choice questions).
The RG presented significantly lower scores than the CG in fluency and reading comprehension. Different patterns of positive and negative correlations, from weak to excellent, among the decoding and comprehension parameters were found in both groups. In the RG, low values of reading rate and accuracy were observed, which were correlated to low scores in comprehension and improvement in decoding, but not in comprehension, with grade increase. In CG, correlation was found between different fluency parameters, but none of them was correlated to the reading comprehension variables.
Students with reading and writing difficulties show lower values of reading fluency and comprehension than good readers. Fluency and comprehension are correlated in the group with difficulties, showing that deficits in decoding influence reading comprehension, which does not improve with age increase.
描述阅读困难学生在解码和阅读理解任务中的表现，并调查两者之间可能存在的相关性。
对公立小学三至五年级的60名学生（29名女生）进行了评估。30名学生（研究组-RG），每个年级10名，被他们的老师提名为有学习障碍迹象的学生。另外30名学生被认为是阅读能力良好的学生，并在性别、年龄和年级上与研究组匹配，组成对照组（CG）。所有受试者都接受了阅读流畅性（单词、假词和文本阅读的速度和准确性）和阅读理解（阅读水平、识别出的观点数量和类型以及多项选择题的正确回答）参数的评估。
研究组在流畅性和阅读理解方面的得分显著低于对照组。两组在解码和理解参数之间均发现了从弱到优的不同正负相关模式。在研究组中，观察到阅读速度和准确性较低，这与理解得分低以及随着年级增加解码能力提高但理解能力未提高相关。在对照组中，不同的流畅性参数之间存在相关性，但它们均与阅读理解变量无关。
读写困难的学生在阅读流畅性和理解方面的表现低于阅读能力良好的学生。流畅性和理解在困难组中相关，表明解码缺陷会影响阅读理解，且阅读理解不会随着年龄增长而提高。
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