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Revisão sistemática sobre a relação entre a PHDA e as competências de leitura e escrita em crianças do primeiro ciclo
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Advisor(s)
Abstract(s)
Objetivo: O presente estudo teve como principal objetivo analisar as relações entre as
dificuldades de leitura, escrita e perturbação da hiperatividade e défice de atenção(PHDA) em
crianças do primeiro ciclo. Para tal, foram estudados os principais mecanismos de leitura e escrita,
sendo estes a velocidade leitora(VL), precisão leitora(PL), compreensão leitora(C), precisão
ortográfica(PO) e expressão escrita. Metodologia: como metodologia utilizada recorreu-se a uma
revisão sistemática da presente literatura com recursos às linhas orientadoras do PRISMA, seguindo
critérios de inclusão e exclusão claros. A pesquisa foi realizada com recurso a bases de dados e
revistas eletrónicas, restringindo-se a artigos de língua portuguesa e inglesa que tivessem sido
publicados num período de 10 anos, a iniciar-se em janeiro de 2010 a janeiro de 2021. Resultados:
após a avaliação de todos os estudos recolhidos apenas foram selecionados 19 estudos onde o
número total de participantes avaliados varia entre os 29 e os 100, tendo uma média geral de idades
de 10,5 anos. Todos os estudos selecionados, apresentaram uma relação forte com a PHDA.
Contudo, a consciência fonológica demonstra-se a mais preponderante para que estas crianças se
tornem leitores hábeis, demonstrando fragilidades quando é relacionada com a extensão da palavra
e tarefas cognitivamente exigentes, estas dificuldades afetaram a velocidade leitora, a precisão
leitora, compreensão e a precisão ortográfica. A expressão escrita, mostrou, também, uma relação
forte, nesta população, com lacunas em muitos dos mecanismos pedidos para que as crianças se
tornem escritores hábeis.
The purpose of the present study was to analyze the relationship between difficulties with reading, writing and Attention deficit hyperactivity disorder (ADHD) in children in primary school, to analyze this impairment was necessary to study access the principal mechanisms of writing and reading that are reding velocity, reading accuracy, compression, writing accuracy and writing expression. The methodology we did was a systematic review of the current literature in electronic databases and scientific studies published in Portuguese and English within 10 years starting in January of 2010 and ending in January of 2021. The process of analyzing this data was based on criteria of inclusion and exclusion to resort to guidelines of Prisma. From this analysis, we end up with 19 studies with a variable of participation between 29 and 100 with a media of ages of 11 years. After analyzing all the studies the difficulties that had a major relationship with PHDA were the conscious awareness in the number of extension of words and when the tasks were cognitively difficult. This mechanism affected the others 4. The writing expression was another mechanism that had a strong relation with ADHD, the results demonstrate that these kids are missing the majority of mechanisms that writing asks and for that are at risk of being poorer writers. Key-words: Difficulties, Reading, Writing, PHDA, Systematic review
The purpose of the present study was to analyze the relationship between difficulties with reading, writing and Attention deficit hyperactivity disorder (ADHD) in children in primary school, to analyze this impairment was necessary to study access the principal mechanisms of writing and reading that are reding velocity, reading accuracy, compression, writing accuracy and writing expression. The methodology we did was a systematic review of the current literature in electronic databases and scientific studies published in Portuguese and English within 10 years starting in January of 2010 and ending in January of 2021. The process of analyzing this data was based on criteria of inclusion and exclusion to resort to guidelines of Prisma. From this analysis, we end up with 19 studies with a variable of participation between 29 and 100 with a media of ages of 11 years. After analyzing all the studies the difficulties that had a major relationship with PHDA were the conscious awareness in the number of extension of words and when the tasks were cognitively difficult. This mechanism affected the others 4. The writing expression was another mechanism that had a strong relation with ADHD, the results demonstrate that these kids are missing the majority of mechanisms that writing asks and for that are at risk of being poorer writers. Key-words: Difficulties, Reading, Writing, PHDA, Systematic review
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para
obtenção de grau de Mestre na especialidade
de Psicologia educacional
Keywords
Dificuldades Leitura Escrita PHDA Revisão sistemática Difficulties Reading Writing Systematic review