Martins Raquel Araujo, Ribeiro Marcia Gonçalves, Pastura Giuseppe Mario Carmine, Monteiro Marcia Cavadas
Universidade Federal do Rio de Janeiro - UFRJ - Rio de Janeiro (RJ), Brasil.
Codas. 2020 Nov 9;32(5):e20190086. doi: 10.1590/2317-1782/20192019086. eCollection 2020.
To compare the performance in phonological processing skills, reading speed and reading comprehension before and after phonological remediation in a restricted group of schoolchildren with Attention Deficit Hyperactivity Disorder (ADHD) and with dyslexia.
Thirty-two schoolchildren from the 2nd to 8th year of Elementary School of both genders, with diagnosis of ADHD and Dyslexia according to the DSM-5, participated in this study. All patients underwent Phonological Remediation Program consisted of 18 weekly sessions.
The results, expressed in z scores, showed a statistically significant difference between before and after remediation assessments in phonological processing skills, such as syllabic and phonemic awareness, working memory and lexical access. Rhyming task was analyzed separately because it represents another level of segmentation and, for this result, there was no significance. Besides these results, there was a statistically significant difference in reading speed and reading comprehension.
The phonological remediation program contributes to the development of phonological processing, reading speed and reading comprehension in this population.
比较一组患有注意力缺陷多动障碍（ADHD）和诵读困难的在校学童在语音矫正前后的语音处理技能、阅读速度和阅读理解能力。
32名来自小学2至8年级的男女学童参与了本研究，他们根据《精神疾病诊断与统计手册》第5版被诊断为ADHD和诵读困难。所有患者均接受了由18次每周课程组成的语音矫正计划。
以z分数表示的结果显示，在语音处理技能（如音节和音素意识、工作记忆和词汇获取）的矫正前后评估之间存在统计学上的显著差异。押韵任务单独进行了分析，因为它代表了另一种分割水平，而此结果无显著性差异。除这些结果外，阅读速度和阅读理解也存在统计学上的显著差异。
语音矫正计划有助于该人群语音处理、阅读速度和阅读理解能力的发展。
