Acceso usuarios
Jocielle Sousa de Alfrêdo dos Santos Batista, Roberta Melo Carvalho
Objective: The objective of this study is to investigate the relationship between Working Memory (WM) and its relevance for the reading comprehension performance of children with dyslexia.
Theoretical Framework: Capovilla et al (2017), Diamond (2013), Paris and Hamilton (2009) and Soares (2021) stand out, providing a solid basis for understanding the context of the investigation.
Method: The methodology adopted for this research comprises bibliographical research. Data collection was carried out through electronic libraries, such as the CAPES Periodicals Portal, Scielo and Google Scholar.
Results and Discussion: The results obtained revealed that difficulties in the ability to maintain and manipulate verbal and visual information directly contribute to the difficulties that children with dyslexia face in activities that require reading and understanding written texts. In the discussion section, these results are contextualized considering the theoretical framework, highlighting the implications and relationships identified. Possible discrepancies and limitations of the study are also considered in this section.
Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in the field of Education and Linguistics.
Originality/Value: This study contributes to the literature as it encourages education professionals to understand the role of WM as an important predictor of reading comprehension and how strengthening it can help mitigate the impacts of dyslexia on academic performance.
A memória de trabalho (MT) desempenha um papel crucial no desenvolvimento das habilidades de leitura e compreensão, especialmente em crianças com dislexia, que frequentemente enfrentam desafios na decodificação de palavras e na fluência leitora, o que pode impactar na compreensão do texto. A dislexia é um transtorno específico da aprendizagem que afeta a capacidade de ler com precisão e fluência, portanto, este estudo tem como objetivo apontar algumas considerações acerca da relação existente entre a MT e sua relevância para o desempenho em compreensão leitora de crianças com dislexia. Os resultados encontrados sugerem que as dificuldades na capacidade de manter e manipular informações verbais e visuais contribuem diretamente para as dificuldades que essas crianças enfrentam em atividades que exigem leitura e compreensão de textos escritos.
