Três Hipóteses sobre a Natureza das Tarefas de Nomeação Seriada Rápida
Palavras-chave:
Nomeação seriada rápida, Processamento fonológico, Velocidade de processamento geral, Processamento visual, LeituraResumo
O presente estudo teve como objetivo investigar a natureza das tarefas de nomeação seriada rápida, considerando três hipóteses sobre o que elas representariam: 1) medidas da recuperação de códigos fonológicos da memória de longo prazo; 2) medidas da velocidade de processamento geral; e 3) medidas de processos relacionados ao reconhecimento de padrões visuais. Participaram da pesquisa 174 crianças brasileiras cursando o 5º ano do ensino fundamental de escolas particulares. Análises fatoriais confirmatórias foram utilizadas para avaliar essas três hipóteses e nenhuma delas se mostrou consistente com os dados. Porém, em um modelo de regressão estrutural construído para avaliar a contribuição desses fatores para a nomeação seriada rápida, o único que contribuiu significativamente foi o fator ‘velocidade de processamento geral’.
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Referências
Anthony, J., Williams, J., McDonald, R., & Francis, D. (2007).
Phonological processing and emergent literacy in younger and
older preschool children. Annals of Dyslexia, 57, 113”“137.
Babayigit, S., & Stainthorp, R. (2010). Component processes of
early reading, spelling, and narrative writing skills in Turkish:
A longitudinal study. Reading and Writing, 23, 539”“568.
Barth, A., Catts, H., & Anthony, J. (2009). The component skills
underlying reading fluency in adolescent readers: a latent
variable analysis. Reading and Writing, 22, 567”“590.
Bishop, A., & League, M. (2006). Identifying a multivariate
screening model to predict reading difficulties at the onset
of kindergarten: A longitudinal analysis. Learning Disability
Quarterly, 29, 235”“252.
Bosse, M., Tainturier, M., & Valdois, S. (2007). Developmental
dyslexia: The visual attention span deficit hypothesis.
Cognition, 104, 198”“230.
Bowers, P. (2001). Exploration of the basis for rapid naming’s
relationship to reading. In M. Wolf (Ed.), Dyslexia, fluency,
and the brain (pp.41”“63). Timonium, MD: York Press.
Bowers, P., Sunseth, K., & Golden, J. (1999). The route between
rapid naming and reading process. Scientific Studies of Reading,
3, 31”“53.
Bowey, J., Mcguigan, M., & Ruschena, A. (2005). On the
association between serial naming speed for letters and digits
and word-reading skill: Towards a developmental account.
Journal of Research in Reading, 28, 400”“422.
Bradley, L., & Bryant, P. (1978). Difficulties in auditory organization
as a possible cause of reading backwardness. Nature, 271,
746-747.
Brady, S., & Shankweiler, D. (1991). Phonological processes in
literacy. Hillsdale, NJ: Lawrence Erlbaum.
Brizzolara, D., Chilosi, A., Cipriani, P., Filippo, G., Gasperini, F.,
Mazzotti, S., . . . & Zoccolotti, P. (2006). Do phonologic and
rapid automatized naming deficits differentially affect dyslexic
children with and without a history of language delay? A study
of Italian dyslexic children. Cognitive Behavioral Neurology,
19, 141”“149.
Cardoso-Martins, C., Haase, V., & Wood, G. (1998). Bateria de
Testes de Habilidades Fonológicas (Tradução e adaptação da
Phonological Assessment Battery). Instrumento não publicado,
Departamento de Psicologia, Universidade Federal de Minas
Gerais, Belo Horizonte, Brasil.
Catts, H., Gillispie, M., Leonard, L., Kail, R., & Miller, C. (2002).
The role of speed of processing, rapid naming and phonological
awareness in reading achievement. Journal of Learning
Disabilities, 35, 509”“524.
Cronin, V. (2011). RAN and double-deficit theory. Journal of
Learning Disabilities, 46, 182”“190.
Cutting, L., & Denckla, M. (2001). The relationship of rapid serial
naming and word reading in normally developing readers: An
exploratory model. Reading and Writing: An Interdisciplinary
Journal, 14, 673”“705.
de Jong, P., & van der Leij, A. (2003). Developmental changes in
the manifestation of a phonological deficit in dyslexic children
learning to read a regular orthography. Journal of Educational
Psychology, 95, 22”“40.
de Jong, P., & Vrielink, L. (2004). Rapid automatic naming: Easy
to measure, hard to improve (quickly). Annals of Dyslexia,
54, 65”“88.
Denckla, M., & Rudel, R. (1976). Rapid automatized naming
(RAN): Dyslexia differentiated from other learning disabilities.
Neuropsychology, 14, 471”“479.
Di Filippo, G., Brizzolara, D., Chilosi, A., De Luca, M., Judica,
A., Pecini, C., . . . & Zoccolotti, P. (2006). Naming speed and
visual search deficits in readers with disabilities: Evidence from
an orthographically regular language (Italian). Developmental
Neuropsychology, 30, 885”“904.
Escribano, C. (2007). Evaluation of the double-deficit hypothesis
subtype classification of readers in Spanish. Journal of
Learning Disabilities, 40, 319”“330.
Forster, L., & Forster, C. (2003). DMDX: a windows display
program with millisecond accuracy. Behavior Research
Methods, Instruments and Computers, 35, 116”“124.
Garson, D. (2012). Structural equation modeling. Asheboro, NC:
Statistical Associates Publishers.
Georgiou, G., Parrila, R., Cui, Y., & Papadopoulos, T. (2013). Why
is rapid automatized naming related to reading? Journal of
Experimental Child Psychology, 115, 218”“225
Grigorenko, E., & Naples, A. (2008). Single-word reading:
Behavioral and biological perspectives. London: Lawrence
Erlbaum Associates.
Justi, C., & Roazzi, A. (2012). A contribuição de variáveis cognitivas
para a leitura e a escrita no português brasileiro. Psicologia:
Reflexão e Crítica, 25, 605”“614.
Justi, C., Roazzi, A., & Justi, F. (2014). São as tarefas de nomeação
seriada rápida medidas do processamento fonológico?
Psicologia: Reflexão e Crítica, 27, 1”“11.
Kail, R., & Hall, L. (1994). Processing speed, naming speed, and
reading. Developmental Psychology, 30, 949”“954.
Kail, R., Hall, L., & Caskey, B. (1999). Processing speed, exposure
to print, and naming speed. Applied Psycholinguistics, 20,
303”“314.
Katzir, T., Kim, Y., Wolf, M., Morris, R., & Lovett, M. (2008). The
varieties of pathways to dysfluent reading comparing subtypes
of children with dyslexia at letter, word, and connected text
levels of reading. Journal of Learning Disabilities, 41, 47”“66.
Kirby, J., Pfeiffer, S., & Parrila, R. (2003). Naming speed and
phonological awareness as predictors of reading development.
Journal of Educational Psychology, 95, 453”“464.
Kirby, J., Deacon, S., Bowers, P., Izenberg, L., Wade-Woolley, L.,
& Parrila. R. (2012). Children’s morphological awareness and
reading ability. Reading & Writing, 25, 389”“410.
Kline, R. (2005). Principles and practice of structural equation
modeling. London: The Guilford Press.
Landerl, K., & Wimmer, H. (2008). Development of word reading
fluency and spelling in a consistent orthography: An 8-year
follow-up. Journal of Educational Psychology, 100, 150”“161.
Lepola, J., Poskiparta, E., Laakkonen, E., & Niemi, P. (2005).
Development of and relationship between phonological
and motivational processes and naming speed in predicting
word recognition in grade 1. Scientific Studies of Reading,
9, 367”“399.
Lervåg, A., Bråten, I., & Hulme, C. (2009). The cognitive and
linguistic foundations of early reading development: A
Norwegian latent variable longitudinal study. Developmental
Psychology, 45, 764”“781.
Logan, J., & Schatschneider, C. (2014). Component processes
in reading: Shared and unique variance in serial and isolated
naming speed. Reading and Writing, 27, 905”“922.
Logan, J., Schatschneider, C., & Wagner, R. (2011). Rapid serial
naming and reading ability: The role of lexical access. Reading
& Writing, 24, 1”“25.
López-Escribano, C., & Katzir, T. (2008). Are phonological
processes separate from the processes underlying naming speed
in a shallow orthography? Journal of Research in Educational
Psychology, 16, 641”“666.
Meyer, M., Wood, F., Hart, L., & Felton, R. (1998). Selective
predictive value of rapid automatized naming in poor readers.
Journal of Learning Disabilities, 31, 106”“117.
Nelson, J., Lindstrom, J., Lindstrom, W., & Denis, D. (2012). The
structure of phonological processing, and its relationship to
basic reading. Exceptionality: A Special Education Journal,
20, 179”“196.
Plaza, M. (2003). The role of naming speed, phonological processing
and morphological/syntactic skill in the reading and spelling
performance of second-grade children. Special Issue on
Language Disorders and Reading Acquisition, 1, 46”“60.
Plaza, M., & Cohen, H. (2004). Predictive influence of phonological
processing, morphological/syntactic skill, and naming speed
on spelling performance. Brain and Cognition, 55, 368”“373.
Powell, D., Stainthorp, R., Stuart, M., Garwood, H., & Quinlan, P.
(2007). An experimental comparison between rival theories of
rapid automatized naming performance and its relationship to
reading. Journal of Experimental Child Psychology, 98, 46”“68.
Puolakanaho, A., Ahonen, T., Aro, M., Eklund, K., Leppanen,
P., Poikkeus, A., . . . & Lyytinenl, H. (2007). Very early
phonological and language skills: Estimating individual risk of
reading disability. Journal of Child Psychology and Psychiatry,
48, 923”“931.
Schatschneider, C., Carlson, C., Francis, D., Foorman, B., &
Fletcher, J. (2004). Kindergarten prediction of reading skills:
A longitudinal comparative analysis. Journal of Educational
Psychology, 96, 265”“282.
Seymour, P. (1986). Cognitive analysis of dyslexia. London:
Routledge & Kegan.
Torppa., Parrila, R., Niemi, P., Lerkkanen, M., Poikkeus, A.,
& Nurmi, J. (2013). The double deficit hypothesis in the
transparent Finnish orthography: A longitudinal study from
kindergarten to Grade 2. Reading and Writing, 26, 1353”“1380.
Verhagen, W., Aarnoutse, C., & van Leeuwe, J. (2008). Phonological
awareness and naming speed in the prediction of Dutch
children’s word recognition. Scientific Studies of Reading,
12, 301”“324.
Wagner, R., & Torgesen, J. (1987). The nature of phonological
processing and its causal role in the acquisition of reading
skills. Psychological Bulletin, 101, 192”“212.
Wagner, R., Torgesen, J., Laughon, P., Simmons, K., & Rashotte,
C. (1993). Development of young readers’ phonological
processing abilities. Journal of Educational Psychology, 85,
83”“103.
Wechsler, D. (2002). WISC-III - Escala de Inteligência Wechsler
para Crianças: Manual (3a ed.). São Paulo: Casa do Psicólogo.
Wimmer, H., Mayringer, H., & Landerl, K. (2000). The doubledeficit
hypothesis and difficulties in learning to read a regular
orthography. Journal of Educational Psychology, 92, 668”“680.
Wolf, M., Bally, H., & Morris, R. (1986). Automaticy, retrieval
processes, and spelling: A longitudinal study in average and
impaired readers. Child Development, 57, 988”“1000.
Wolf, M., & Bowers, P. (1999). The double-deficit hypothesis for the
developmental dyslexias. Journal of Educational Psychology,
91, 415”“438.
Phonological processing and emergent literacy in younger and
older preschool children. Annals of Dyslexia, 57, 113”“137.
Babayigit, S., & Stainthorp, R. (2010). Component processes of
early reading, spelling, and narrative writing skills in Turkish:
A longitudinal study. Reading and Writing, 23, 539”“568.
Barth, A., Catts, H., & Anthony, J. (2009). The component skills
underlying reading fluency in adolescent readers: a latent
variable analysis. Reading and Writing, 22, 567”“590.
Bishop, A., & League, M. (2006). Identifying a multivariate
screening model to predict reading difficulties at the onset
of kindergarten: A longitudinal analysis. Learning Disability
Quarterly, 29, 235”“252.
Bosse, M., Tainturier, M., & Valdois, S. (2007). Developmental
dyslexia: The visual attention span deficit hypothesis.
Cognition, 104, 198”“230.
Bowers, P. (2001). Exploration of the basis for rapid naming’s
relationship to reading. In M. Wolf (Ed.), Dyslexia, fluency,
and the brain (pp.41”“63). Timonium, MD: York Press.
Bowers, P., Sunseth, K., & Golden, J. (1999). The route between
rapid naming and reading process. Scientific Studies of Reading,
3, 31”“53.
Bowey, J., Mcguigan, M., & Ruschena, A. (2005). On the
association between serial naming speed for letters and digits
and word-reading skill: Towards a developmental account.
Journal of Research in Reading, 28, 400”“422.
Bradley, L., & Bryant, P. (1978). Difficulties in auditory organization
as a possible cause of reading backwardness. Nature, 271,
746-747.
Brady, S., & Shankweiler, D. (1991). Phonological processes in
literacy. Hillsdale, NJ: Lawrence Erlbaum.
Brizzolara, D., Chilosi, A., Cipriani, P., Filippo, G., Gasperini, F.,
Mazzotti, S., . . . & Zoccolotti, P. (2006). Do phonologic and
rapid automatized naming deficits differentially affect dyslexic
children with and without a history of language delay? A study
of Italian dyslexic children. Cognitive Behavioral Neurology,
19, 141”“149.
Cardoso-Martins, C., Haase, V., & Wood, G. (1998). Bateria de
Testes de Habilidades Fonológicas (Tradução e adaptação da
Phonological Assessment Battery). Instrumento não publicado,
Departamento de Psicologia, Universidade Federal de Minas
Gerais, Belo Horizonte, Brasil.
Catts, H., Gillispie, M., Leonard, L., Kail, R., & Miller, C. (2002).
The role of speed of processing, rapid naming and phonological
awareness in reading achievement. Journal of Learning
Disabilities, 35, 509”“524.
Cronin, V. (2011). RAN and double-deficit theory. Journal of
Learning Disabilities, 46, 182”“190.
Cutting, L., & Denckla, M. (2001). The relationship of rapid serial
naming and word reading in normally developing readers: An
exploratory model. Reading and Writing: An Interdisciplinary
Journal, 14, 673”“705.
de Jong, P., & van der Leij, A. (2003). Developmental changes in
the manifestation of a phonological deficit in dyslexic children
learning to read a regular orthography. Journal of Educational
Psychology, 95, 22”“40.
de Jong, P., & Vrielink, L. (2004). Rapid automatic naming: Easy
to measure, hard to improve (quickly). Annals of Dyslexia,
54, 65”“88.
Denckla, M., & Rudel, R. (1976). Rapid automatized naming
(RAN): Dyslexia differentiated from other learning disabilities.
Neuropsychology, 14, 471”“479.
Di Filippo, G., Brizzolara, D., Chilosi, A., De Luca, M., Judica,
A., Pecini, C., . . . & Zoccolotti, P. (2006). Naming speed and
visual search deficits in readers with disabilities: Evidence from
an orthographically regular language (Italian). Developmental
Neuropsychology, 30, 885”“904.
Escribano, C. (2007). Evaluation of the double-deficit hypothesis
subtype classification of readers in Spanish. Journal of
Learning Disabilities, 40, 319”“330.
Forster, L., & Forster, C. (2003). DMDX: a windows display
program with millisecond accuracy. Behavior Research
Methods, Instruments and Computers, 35, 116”“124.
Garson, D. (2012). Structural equation modeling. Asheboro, NC:
Statistical Associates Publishers.
Georgiou, G., Parrila, R., Cui, Y., & Papadopoulos, T. (2013). Why
is rapid automatized naming related to reading? Journal of
Experimental Child Psychology, 115, 218”“225
Grigorenko, E., & Naples, A. (2008). Single-word reading:
Behavioral and biological perspectives. London: Lawrence
Erlbaum Associates.
Justi, C., & Roazzi, A. (2012). A contribuição de variáveis cognitivas
para a leitura e a escrita no português brasileiro. Psicologia:
Reflexão e Crítica, 25, 605”“614.
Justi, C., Roazzi, A., & Justi, F. (2014). São as tarefas de nomeação
seriada rápida medidas do processamento fonológico?
Psicologia: Reflexão e Crítica, 27, 1”“11.
Kail, R., & Hall, L. (1994). Processing speed, naming speed, and
reading. Developmental Psychology, 30, 949”“954.
Kail, R., Hall, L., & Caskey, B. (1999). Processing speed, exposure
to print, and naming speed. Applied Psycholinguistics, 20,
303”“314.
Katzir, T., Kim, Y., Wolf, M., Morris, R., & Lovett, M. (2008). The
varieties of pathways to dysfluent reading comparing subtypes
of children with dyslexia at letter, word, and connected text
levels of reading. Journal of Learning Disabilities, 41, 47”“66.
Kirby, J., Pfeiffer, S., & Parrila, R. (2003). Naming speed and
phonological awareness as predictors of reading development.
Journal of Educational Psychology, 95, 453”“464.
Kirby, J., Deacon, S., Bowers, P., Izenberg, L., Wade-Woolley, L.,
& Parrila. R. (2012). Children’s morphological awareness and
reading ability. Reading & Writing, 25, 389”“410.
Kline, R. (2005). Principles and practice of structural equation
modeling. London: The Guilford Press.
Landerl, K., & Wimmer, H. (2008). Development of word reading
fluency and spelling in a consistent orthography: An 8-year
follow-up. Journal of Educational Psychology, 100, 150”“161.
Lepola, J., Poskiparta, E., Laakkonen, E., & Niemi, P. (2005).
Development of and relationship between phonological
and motivational processes and naming speed in predicting
word recognition in grade 1. Scientific Studies of Reading,
9, 367”“399.
Lervåg, A., Bråten, I., & Hulme, C. (2009). The cognitive and
linguistic foundations of early reading development: A
Norwegian latent variable longitudinal study. Developmental
Psychology, 45, 764”“781.
Logan, J., & Schatschneider, C. (2014). Component processes
in reading: Shared and unique variance in serial and isolated
naming speed. Reading and Writing, 27, 905”“922.
Logan, J., Schatschneider, C., & Wagner, R. (2011). Rapid serial
naming and reading ability: The role of lexical access. Reading
& Writing, 24, 1”“25.
López-Escribano, C., & Katzir, T. (2008). Are phonological
processes separate from the processes underlying naming speed
in a shallow orthography? Journal of Research in Educational
Psychology, 16, 641”“666.
Meyer, M., Wood, F., Hart, L., & Felton, R. (1998). Selective
predictive value of rapid automatized naming in poor readers.
Journal of Learning Disabilities, 31, 106”“117.
Nelson, J., Lindstrom, J., Lindstrom, W., & Denis, D. (2012). The
structure of phonological processing, and its relationship to
basic reading. Exceptionality: A Special Education Journal,
20, 179”“196.
Plaza, M. (2003). The role of naming speed, phonological processing
and morphological/syntactic skill in the reading and spelling
performance of second-grade children. Special Issue on
Language Disorders and Reading Acquisition, 1, 46”“60.
Plaza, M., & Cohen, H. (2004). Predictive influence of phonological
processing, morphological/syntactic skill, and naming speed
on spelling performance. Brain and Cognition, 55, 368”“373.
Powell, D., Stainthorp, R., Stuart, M., Garwood, H., & Quinlan, P.
(2007). An experimental comparison between rival theories of
rapid automatized naming performance and its relationship to
reading. Journal of Experimental Child Psychology, 98, 46”“68.
Puolakanaho, A., Ahonen, T., Aro, M., Eklund, K., Leppanen,
P., Poikkeus, A., . . . & Lyytinenl, H. (2007). Very early
phonological and language skills: Estimating individual risk of
reading disability. Journal of Child Psychology and Psychiatry,
48, 923”“931.
Schatschneider, C., Carlson, C., Francis, D., Foorman, B., &
Fletcher, J. (2004). Kindergarten prediction of reading skills:
A longitudinal comparative analysis. Journal of Educational
Psychology, 96, 265”“282.
Seymour, P. (1986). Cognitive analysis of dyslexia. London:
Routledge & Kegan.
Torppa., Parrila, R., Niemi, P., Lerkkanen, M., Poikkeus, A.,
& Nurmi, J. (2013). The double deficit hypothesis in the
transparent Finnish orthography: A longitudinal study from
kindergarten to Grade 2. Reading and Writing, 26, 1353”“1380.
Verhagen, W., Aarnoutse, C., & van Leeuwe, J. (2008). Phonological
awareness and naming speed in the prediction of Dutch
children’s word recognition. Scientific Studies of Reading,
12, 301”“324.
Wagner, R., & Torgesen, J. (1987). The nature of phonological
processing and its causal role in the acquisition of reading
skills. Psychological Bulletin, 101, 192”“212.
Wagner, R., Torgesen, J., Laughon, P., Simmons, K., & Rashotte,
C. (1993). Development of young readers’ phonological
processing abilities. Journal of Educational Psychology, 85,
83”“103.
Wechsler, D. (2002). WISC-III - Escala de Inteligência Wechsler
para Crianças: Manual (3a ed.). São Paulo: Casa do Psicólogo.
Wimmer, H., Mayringer, H., & Landerl, K. (2000). The doubledeficit
hypothesis and difficulties in learning to read a regular
orthography. Journal of Educational Psychology, 92, 668”“680.
Wolf, M., Bally, H., & Morris, R. (1986). Automaticy, retrieval
processes, and spelling: A longitudinal study in average and
impaired readers. Child Development, 57, 988”“1000.
Wolf, M., & Bowers, P. (1999). The double-deficit hypothesis for the
developmental dyslexias. Journal of Educational Psychology,
91, 415”“438.
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2015-03-04
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Justi, C. N. G., Roazzi, A., Justi, F. R. dos R., Henriques, F. G., & Cançado, M. F. lopes. (2015). Três Hipóteses sobre a Natureza das Tarefas de Nomeação Seriada Rápida. Psicologia: Teoria E Pesquisa, 30(4), 449–457. Recuperado de https://periodicos.unb.br/index.php/revistaptp/article/view/18575
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