Teorias da Dislexia
Sustentação com Base nas Alterações Perceptuais Auditivas
Palavras-chave:
Dislexia, Processamento auditivo, Percepção de falaResumo
Este estudo teve por objetivo examinar teorias contemporâneas da dislexia, com base nos achados sobre as alterações no processamento auditivo e na percepção de fala em disléxicos. A sustentação das teorias fonológica, alofônica e do déficit auditivo é discutida a partir dos achados sobre essas alterações perceptuais. É proposto um novo modelo teórico, segundo o qual a dislexia é um distúrbio multifatorial, com uma gama de sintomas comportamentais associados. O déficit apresentado pelos disléxicos é em parte linguístico, como enunciado na teoria fonológica, e em parte causado pela alteração perceptual auditiva, como prevê a teoria do déficit auditivo. Ambos os fatores interagem e são indissociáveis na explicação da sintomatologia observada no transtorno de leitura e escrita.
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Referências
Balbani, A. P. S., & Montovani, J. C. (2003). Impacto das otites
médias na aquisição da linguagem em crianças. Jornal de
Pediatria, 79 (5), 391-396.
Banai, K., & Kraus, N. (2007). Neurobiology of (central) auditory
processing disorder and language-based learning disability.
Em: F. E. Musiek, G. D. Chermak (Orgs.), Handbook of
(central) auditory processing disorder: Auditory neuroscience
and diagnosis. Singular Publishing Group, San Diego.
Birch, H. G., & Belmont, L. (1964). Auditory-visual integration
in normal and retarded readers. American Journal of
Orthopsychiatry, 34, 852-61.
Boets, B., Vandermosten, M., Poelmans, H., Luts, H., Wouters, J.,
& Ghesquière, P. (2011). Preschool impairments in auditory
processing and speech perception uniquely predict future reading
problems. Research in Developmental Disabilities, 32 (2), 560-570.
Boets, B., Wouters, J., Van Wieringen, A., & Ghesquière, P. (2007).
Auditory processing, speech perception and phonological
ability in pre-school children at high-risk for dyslexia: A
longitudinal study of the auditory temporal processing theory.
Neuropsychologia, 45 (8), 1608-1620.
Bogliotti, C., Serniclaes, W., Messaoud-Galusi, S., & Sprenger-
Charolles, L. (2008). Discrimination of speech sounds by
children with dyslexia: Comparisons with chronological age
and reading level controls. Journal of Experimental Child
Psychology, 101 (2), 137-155.
Cristófaro-Silva, T. (2002). Descartando fonemas: A representação
mental na fonologia de uso. Em: D. Hora, & G. Collischon.
Teoria linguística: Fonologia e outros temas. João Pessoa:
Editora Universitária.
Eimas, P. D. (1975). Auditory and phonetic coding of the cues for
speech: Discrimination of the [rl] distinction by young infants.
Perception & Psychophysics, 18 (5), 341-347.
Eimas, P. D., Siqueland, E. R., Jusczyk, P., & Vigorito, J. (1971).
Speech perception in infants. Science, 171 (3968), 303-306.
Elangovan, S., & Stuart, A. (2008). Natural boundaries in gap
detection are related to categorical perception of stop
consonants. Ear and Hearing, 29 (5), 761-774.
Eugênio, M. L., Escalda, J. L., & Lemos, S. M. A. (2012).
Desenvolvimento cognitivo, auditivo e linguístico em crianças
expostas à música: Produção de conhecimento nacional e
internacional. Revista CEFAC, 14 (5), 992-1003.
Fischer, B., & Hartnegg, K. (2004). On the development of lowlevel
auditory discrimination and deficits in dyslexia. Dyslexia,
10, 105-118.
Frost, R. (1998). Toward a strong phonological theory of visual
word recognition: True issues and false trails. Psychological
Bulletin, 123 (1), 71-99.
Frota, S., & Pereira, L. D. (2010). Processamento auditivo: Estudo
em crianças com distúrbios da leitura e da escrita. Revista
Psicopedagogia, 27 (83), 214-222.
Goswami, U. (2015). Sensory theories of developmental dyslexia:
Three challenges for research. Nature Reviews Neuroscience,
16 (1), 43-54.
Hautus, M. J., Setchell, G. J., Waldie, K. E., & Kirk, I. J. (2003).
Age" related improvements in auditory temporal resolution in
reading" impaired children. Dyslexia, 9 (1), 37-45.
Hoonhorst, I., Medina, V., Colin, C., Markessis, E., Radeau, M.,
Deltenre, P., & Serniclaes, W. (2011). Categorical perception
of voicing, colors and facial expressions: A developmental
study. Speech Communication, 53 (3), 417-430.
Jucla, M., Nenert, R., Chaix, Y., & Demonet, J. F. (2010).
Remediation effects on N170 and P300 in children with
developmental dyslexia. Behavioural Neurology, 22 (3-4),
121-129.
Kuhl, P. K. (2004). Early language acquisition: Cracking the speech
code. Nature Reviews Neuroscience, 5 (11), 831-843.
Landerl, K., & Willburger, E. (2010). Temporal processing,
attention, and learning disorders. Learning and Individual
Differences, 20 (5), 393-401.
Liberman, A. M., Harris, K. S. Hoffman, H. S., & Griffith, B. C.
(1957). The discrimination of speech sounds within and across
phoneme boundaries. Journal of Experimental Psychology,
54, 358-368.
Liberman, I. Y., & Shankweiler, D. (1985). Phonology and the
problems of learning to read and write. Remedial and Special
Education, 6, 8-17.
Luotonen, M., Uhari, M., Aitola, L., Lukkaroinen, A. M., Luotonen,
J., & Uhari, M. (1998). A nation-wide, population-based survey
of otitis media and school achievement. International Journal
of Pediatric Otorhinolaryngology, 43, 41-51.
Morais, J. (2009). Representações fonológicas na aprendizagem
da leitura e na leitura competente. Em: Encontro Nacional da
Associação Portuguesa de Linguística, XXIV. Lisboa: APL,
7-21.
Noordenbos, M. W., & Serniclaes, W. (2015). The categorical
perception deficit in dyslexia: A meta-analysis. Scientific
Studies of Reading, 19 (5), 340-359.
Oliveira, J. C. (2011). Processamento auditivo (central) em crianças
com dislexia: Avaliação comportamental e eletrofisiológica.
Dissertação de Mestrado, Universidade de São Paulo, São
Paulo.
Peterson, R. L., & Pennington, B. F. (2012). Developmental
dyslexia. The Lancet, 379 (9830), 1997-2007.
Prestes, M. R. D. (2016). Dislexia e Alteração no Processamento
Auditivo Temporal: Colocando a Alteração Perceptual
Auditiva em seu Lugar. Tese de Doutorado, Universidade de
Brasília, Brasília.
Ramus, F., Rosen, S., Dakin, S. C., Day, B. L., Castellote, J. M.,
White, S., & Frith, U. (2003). Theories of developmental
dyslexia: insights from a multiple case study of dyslexic adults.
Brain,126, 841-865.
Rosen, S. (1992). Temporal information in speech: Acoustic,
auditory and linguistic aspects. Philosophical Transactions of
the Royal Society Biological Sciences, 336 (1278), 367-373.
Ruben, R. J. (1999). Persistency of an effect: otitis media during
the first year of life with nine years follow-up. International
Journal of Pediatric Otorhinolaryngology, 49, S115-S118.
Serniclaes, W. (2006). Allophonic perception in developmental
dyslexia: Origin, reliability and implications of the categorical
perception deficit. Written Language & Literacy, 9 (1), 135-152.
Serniclaes, W. (2011). Percepción alofónica en la dislexia: Una
revisión. Escritos de Psicología, 4(2), 25-34.
Serniclaes, W., Van Heghe, S., Mousty, P., Carré, R., & Sprenger-
Charolles, L. (2004). Allophonic mode of speech perception
in dyslexia. Journal of Experimental Child Psychology, 87(4),
336-361.
Serniclaes, W., Sprenger-Charolles, L., Carré, R., & Démonet,
J. F. (2001). Perceptual discrimination of speech sounds in
dyslexics. Journal of Speech Language and Hearing Research,
44, 384-399.
Shinn, J. B. (2003). Temporal processing: The basics. The Hearing
Journal, 56 (7), 52.
Tallal, P. (1980). Auditory temporal perception, phonics and reading
disabilities in children. Brain and Language, 9,182-198.
Tallal, P., Miller, S., & Fitch, R. H. (1993). Neurobiological basis
of speech: A case for the preeminence of temporal processing.
Annals of the New York Academy of Sciences, 682 (1), 27-47.
Tristão, R. M., & Feitosa, M. A. G. (2003). Percepção da fala em bebês
no primeiro ano de vida. Estudos de Psicologia, 8 (3), 459-467.
Vandermosten, M., Boets, B., Luts, H., Poelmans, H., Golestani, N.,
Wouters, J., & Ghesquière, P. (2010). Adults with dyslexia are
impaired in categorizing speech and nonspeech sounds on the
basis of temporal cues. Proceedings of the National Academy
of Sciences, 107 (23), 10389-10394.
Wit, E., Visser-Bochane, M. I., Steenbergen, B., Van Dijk, P., Van
der Schans, C. P., & Luinge, M. R. (2016). Characteristics of
auditory processing disorders: A systematic review. Journal
of Speech, Language, and Hearing Research, 59 (2), 384-413.
Zeng, F. G., & Djalilian, H. (2010). Hearing impairment. Em C.
Plack (Org.). The Oxford Handbook of Auditory Science: Vol
3. Hearing (pp 325-347). New York: Oxford.
Zoubrinetzky, R., Bielle, F., & Valdois, S. (2014). New insights
on developmental dyslexia subtypes: heterogeneity of mixed
reading profiles. PloS One, 9 (6), e99337.
médias na aquisição da linguagem em crianças. Jornal de
Pediatria, 79 (5), 391-396.
Banai, K., & Kraus, N. (2007). Neurobiology of (central) auditory
processing disorder and language-based learning disability.
Em: F. E. Musiek, G. D. Chermak (Orgs.), Handbook of
(central) auditory processing disorder: Auditory neuroscience
and diagnosis. Singular Publishing Group, San Diego.
Birch, H. G., & Belmont, L. (1964). Auditory-visual integration
in normal and retarded readers. American Journal of
Orthopsychiatry, 34, 852-61.
Boets, B., Vandermosten, M., Poelmans, H., Luts, H., Wouters, J.,
& Ghesquière, P. (2011). Preschool impairments in auditory
processing and speech perception uniquely predict future reading
problems. Research in Developmental Disabilities, 32 (2), 560-570.
Boets, B., Wouters, J., Van Wieringen, A., & Ghesquière, P. (2007).
Auditory processing, speech perception and phonological
ability in pre-school children at high-risk for dyslexia: A
longitudinal study of the auditory temporal processing theory.
Neuropsychologia, 45 (8), 1608-1620.
Bogliotti, C., Serniclaes, W., Messaoud-Galusi, S., & Sprenger-
Charolles, L. (2008). Discrimination of speech sounds by
children with dyslexia: Comparisons with chronological age
and reading level controls. Journal of Experimental Child
Psychology, 101 (2), 137-155.
Cristófaro-Silva, T. (2002). Descartando fonemas: A representação
mental na fonologia de uso. Em: D. Hora, & G. Collischon.
Teoria linguística: Fonologia e outros temas. João Pessoa:
Editora Universitária.
Eimas, P. D. (1975). Auditory and phonetic coding of the cues for
speech: Discrimination of the [rl] distinction by young infants.
Perception & Psychophysics, 18 (5), 341-347.
Eimas, P. D., Siqueland, E. R., Jusczyk, P., & Vigorito, J. (1971).
Speech perception in infants. Science, 171 (3968), 303-306.
Elangovan, S., & Stuart, A. (2008). Natural boundaries in gap
detection are related to categorical perception of stop
consonants. Ear and Hearing, 29 (5), 761-774.
Eugênio, M. L., Escalda, J. L., & Lemos, S. M. A. (2012).
Desenvolvimento cognitivo, auditivo e linguístico em crianças
expostas à música: Produção de conhecimento nacional e
internacional. Revista CEFAC, 14 (5), 992-1003.
Fischer, B., & Hartnegg, K. (2004). On the development of lowlevel
auditory discrimination and deficits in dyslexia. Dyslexia,
10, 105-118.
Frost, R. (1998). Toward a strong phonological theory of visual
word recognition: True issues and false trails. Psychological
Bulletin, 123 (1), 71-99.
Frota, S., & Pereira, L. D. (2010). Processamento auditivo: Estudo
em crianças com distúrbios da leitura e da escrita. Revista
Psicopedagogia, 27 (83), 214-222.
Goswami, U. (2015). Sensory theories of developmental dyslexia:
Three challenges for research. Nature Reviews Neuroscience,
16 (1), 43-54.
Hautus, M. J., Setchell, G. J., Waldie, K. E., & Kirk, I. J. (2003).
Age" related improvements in auditory temporal resolution in
reading" impaired children. Dyslexia, 9 (1), 37-45.
Hoonhorst, I., Medina, V., Colin, C., Markessis, E., Radeau, M.,
Deltenre, P., & Serniclaes, W. (2011). Categorical perception
of voicing, colors and facial expressions: A developmental
study. Speech Communication, 53 (3), 417-430.
Jucla, M., Nenert, R., Chaix, Y., & Demonet, J. F. (2010).
Remediation effects on N170 and P300 in children with
developmental dyslexia. Behavioural Neurology, 22 (3-4),
121-129.
Kuhl, P. K. (2004). Early language acquisition: Cracking the speech
code. Nature Reviews Neuroscience, 5 (11), 831-843.
Landerl, K., & Willburger, E. (2010). Temporal processing,
attention, and learning disorders. Learning and Individual
Differences, 20 (5), 393-401.
Liberman, A. M., Harris, K. S. Hoffman, H. S., & Griffith, B. C.
(1957). The discrimination of speech sounds within and across
phoneme boundaries. Journal of Experimental Psychology,
54, 358-368.
Liberman, I. Y., & Shankweiler, D. (1985). Phonology and the
problems of learning to read and write. Remedial and Special
Education, 6, 8-17.
Luotonen, M., Uhari, M., Aitola, L., Lukkaroinen, A. M., Luotonen,
J., & Uhari, M. (1998). A nation-wide, population-based survey
of otitis media and school achievement. International Journal
of Pediatric Otorhinolaryngology, 43, 41-51.
Morais, J. (2009). Representações fonológicas na aprendizagem
da leitura e na leitura competente. Em: Encontro Nacional da
Associação Portuguesa de Linguística, XXIV. Lisboa: APL,
7-21.
Noordenbos, M. W., & Serniclaes, W. (2015). The categorical
perception deficit in dyslexia: A meta-analysis. Scientific
Studies of Reading, 19 (5), 340-359.
Oliveira, J. C. (2011). Processamento auditivo (central) em crianças
com dislexia: Avaliação comportamental e eletrofisiológica.
Dissertação de Mestrado, Universidade de São Paulo, São
Paulo.
Peterson, R. L., & Pennington, B. F. (2012). Developmental
dyslexia. The Lancet, 379 (9830), 1997-2007.
Prestes, M. R. D. (2016). Dislexia e Alteração no Processamento
Auditivo Temporal: Colocando a Alteração Perceptual
Auditiva em seu Lugar. Tese de Doutorado, Universidade de
Brasília, Brasília.
Ramus, F., Rosen, S., Dakin, S. C., Day, B. L., Castellote, J. M.,
White, S., & Frith, U. (2003). Theories of developmental
dyslexia: insights from a multiple case study of dyslexic adults.
Brain,126, 841-865.
Rosen, S. (1992). Temporal information in speech: Acoustic,
auditory and linguistic aspects. Philosophical Transactions of
the Royal Society Biological Sciences, 336 (1278), 367-373.
Ruben, R. J. (1999). Persistency of an effect: otitis media during
the first year of life with nine years follow-up. International
Journal of Pediatric Otorhinolaryngology, 49, S115-S118.
Serniclaes, W. (2006). Allophonic perception in developmental
dyslexia: Origin, reliability and implications of the categorical
perception deficit. Written Language & Literacy, 9 (1), 135-152.
Serniclaes, W. (2011). Percepción alofónica en la dislexia: Una
revisión. Escritos de Psicología, 4(2), 25-34.
Serniclaes, W., Van Heghe, S., Mousty, P., Carré, R., & Sprenger-
Charolles, L. (2004). Allophonic mode of speech perception
in dyslexia. Journal of Experimental Child Psychology, 87(4),
336-361.
Serniclaes, W., Sprenger-Charolles, L., Carré, R., & Démonet,
J. F. (2001). Perceptual discrimination of speech sounds in
dyslexics. Journal of Speech Language and Hearing Research,
44, 384-399.
Shinn, J. B. (2003). Temporal processing: The basics. The Hearing
Journal, 56 (7), 52.
Tallal, P. (1980). Auditory temporal perception, phonics and reading
disabilities in children. Brain and Language, 9,182-198.
Tallal, P., Miller, S., & Fitch, R. H. (1993). Neurobiological basis
of speech: A case for the preeminence of temporal processing.
Annals of the New York Academy of Sciences, 682 (1), 27-47.
Tristão, R. M., & Feitosa, M. A. G. (2003). Percepção da fala em bebês
no primeiro ano de vida. Estudos de Psicologia, 8 (3), 459-467.
Vandermosten, M., Boets, B., Luts, H., Poelmans, H., Golestani, N.,
Wouters, J., & Ghesquière, P. (2010). Adults with dyslexia are
impaired in categorizing speech and nonspeech sounds on the
basis of temporal cues. Proceedings of the National Academy
of Sciences, 107 (23), 10389-10394.
Wit, E., Visser-Bochane, M. I., Steenbergen, B., Van Dijk, P., Van
der Schans, C. P., & Luinge, M. R. (2016). Characteristics of
auditory processing disorders: A systematic review. Journal
of Speech, Language, and Hearing Research, 59 (2), 384-413.
Zeng, F. G., & Djalilian, H. (2010). Hearing impairment. Em C.
Plack (Org.). The Oxford Handbook of Auditory Science: Vol
3. Hearing (pp 325-347). New York: Oxford.
Zoubrinetzky, R., Bielle, F., & Valdois, S. (2014). New insights
on developmental dyslexia subtypes: heterogeneity of mixed
reading profiles. PloS One, 9 (6), e99337.
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2017-05-23
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Prestes, M. R. D., & Feitosa, M. A. G. (2017). Teorias da Dislexia: Sustentação com Base nas Alterações Perceptuais Auditivas. Psicologia: Teoria E Pesquisa, 32(5). Recuperado de https://periodicos.unb.br/index.php/revistaptp/article/view/19402
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