Lexical and metaphonological abilities in preschoolers with phonological disorders. / Competências lexical e metafonológica em pré-escolares com Transtorno Fonológico.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

Objective: to characterize a group of preschoolers with phonological disorders regarding gender, age range and lexical and metaphonological abilities as well as to investigate the existence of possible correlations among these variables. Method: the sample was composed by 56 preschoolers (32 boys and 24 girls) with ages between 4; 0 and 6; 11 years. A screening test was carried out with all participants. The 56 preschoolers were divided into two groups: Study Group (SG) and Control Group (CG). The SG was composed by 28 preschoolers with phonological disorder. The SG participants were assessed through the Phonology Session of the ABFW Child Language Test which indicated the presence of the disorder. The CG was composed by 28 preschoolers with typical speech and without any complaint regarding oral communication. Participants of the CG were paired to participants of SG according to gender and age. All participants were assessed on lexical and metaphonological abilities through the ABFW Child Language Test Vocabulary and the CONFIAS test respectively. Results: Regarding lexical competence, preschoolers with Phonological Disorders presented performance similar to the CG with exception of Non Designation (p=0, 03*). The gender variable did not influence the responses of any of the groups. However, the performance was improved with age increase (p=0,000*). The preschoolers with Phonological Disorders showed lower performance on the overall analysis of metaphonological competence (p=.0, 04*). The performance of the SG was similar to the one of the CG on the tasks of phonological awareness: both presented higher accuracy for identification with rhyme (p=0,000* and p=0,018*, respectively) and for production with alliteration (p=0,002* and p=0,000* respectively). Good to moderate correlations between lexical and metaphonological abilities were observed and they were mainly positive. Conclusion: The group of preschoolers with Phonological Disorder presented lexical ability similar to the one of CG. The SG presented poorer metaphonological ability when compared to CG. Different correlations - mainly positive ones - between lexical and metaphonological abilities were identified.

ASSUNTO(S)

1.distúrbios da fala 2. vocabulário 3.pré-escolar fonoaudiologia

ACESSO AO ARTIGO

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