Relação entre fluência oral e compreensão da leitura em escolares com e sem gagueira
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Data
2020-05-27
Autores
Pinto, Juliana Sandoval [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Introdução: Gagueira é um distúrbio neurodesenvolvimental, multifatorial e complexo, que pode prejudicar as atividades do falante em diferentes esferas. Nesta vertente, torna-se fundamental compreender os reais impactos da gagueira, além das rupturas na fala e do prejuízo no fluxo de informação. Assim, considerando as evidências científicas de que indivíduos com gagueira apresentam mais disfluências na leitura em relação aos fluentes, a hipótese desse estudo é que escolares que gaguejam podem apresentar prejuízos na compreensão da leitura. Objetivo: analisar os parâmetros da fluência oral em situação de fala espontânea e leitura e comparar a compreensão leitora em escolares com e sem gagueira. Método: Estudo transversal e prospectivo aprovado pelo Comite de Ética da Instituição. Amostra composta por 30 escolares com idade entre 8 e 11 anos e 11 meses, divididos em dois grupos: Grupo Pesquisa (GP) com 15 escolares com gagueira e Grupo Comparativo (GC) com 15 escolares fluentes. Os participantes foram submetidos à avaliação da fluência da fala espontânea, leitura dos textos expositivo e narrativo, e avaliação da compreensão da leitura. A análise estatística inferencial foi realizada por meio dos testes de Mann-Whitney e, para análise de correlação, foi utilizado o teste de Coeficiente de Spearman. Resultados: A comparação entre os parâmetros da fluência oral indicou que o GP manifestou maior quantidade de disfluências típicas da gagueira, enquanto o GC mostrou maiores fluxos de sílabas e de palavras por minuto, na fala espontânea e na leitura. Em relação à compreensão da leitura, escolares com gagueira apresentaram desempenho inferior ao fluentes, em ambos os textos. Não houve associação entre a frequência de disfluências e a compreensão da leitura nos escolares com e sem gagueira. Conclusão: Escolares com gagueira apresentaram prejuízos quanto à compreensão da leitura quando comparados a escolares fluentes, porém não houve, em ambos os grupos, associação entre a frequência de disfluências e a compreensão da leitura. Sugere-se que esta seja avaliada e, se necessário, trabalhada a fim de reduzir os impactos da gagueira e favorecer a aprendizagem.
Introduction: Stuttering is a neurodevelopmental, multifactorial and complex disorder that may impair the speaker's activities in different domains. In this respect, it is essential to understand what are the real impacts of stuttering, as well as, speech disruptions and impairment in the flow of information. Thus, considering scientific evidence that subjects who stutter show more disfluencies in reading compared to fluent ones, the hypothesis of this study is that scholars who stutter may have impairment in reading comprehension. Objective: to analyze oral fluency parameters in spontaneous speech situation and reading and to compare reading comprehension in scholars with and without stuttering. Method: Cross-sectional and prospective study approved by the Research Ethics Committee. Participants were 30 students aged 8 and 11 years and 11 months divided into two groups: Research Group (RG) with 15 scholars who stutter, Comparative Group (CG) with 15 fluent scholars. Participants underwent evaluation of spontaneous speech fluency, reading of expository and narrative texts, and reading comprehension evaluation. Inferential statistical analysis was conducted using the Mann-Whitney tests and correlation analysis was made using Spearman's Coefficient test. Results: The comparison between the oral fluency parameters indicated that RG showed a greater amount of stuttering-like disfluencies, while CG showed greater flows of syllables and words per minute, in spontaneous speech and reading. Regarding reading comprehension, scholars who stutter showed lower performance than the fluent ones, in both texts. There was no association between the frequency of disfluencies and reading comprehension, for scholars with and without stuttering. Conclusion: Scholars with stuttering had difficulties regarding reading comprehension when compared to the fluent scholars, but there was no association between the frequency of disfluencies with reading comprehension of both groups. It is suggested that reading comprehension be evaluated, and if necessary, rehabilitated in order to decrease the impacts of stuttering and promote learning of this scholar.
Introduction: Stuttering is a neurodevelopmental, multifactorial and complex disorder that may impair the speaker's activities in different domains. In this respect, it is essential to understand what are the real impacts of stuttering, as well as, speech disruptions and impairment in the flow of information. Thus, considering scientific evidence that subjects who stutter show more disfluencies in reading compared to fluent ones, the hypothesis of this study is that scholars who stutter may have impairment in reading comprehension. Objective: to analyze oral fluency parameters in spontaneous speech situation and reading and to compare reading comprehension in scholars with and without stuttering. Method: Cross-sectional and prospective study approved by the Research Ethics Committee. Participants were 30 students aged 8 and 11 years and 11 months divided into two groups: Research Group (RG) with 15 scholars who stutter, Comparative Group (CG) with 15 fluent scholars. Participants underwent evaluation of spontaneous speech fluency, reading of expository and narrative texts, and reading comprehension evaluation. Inferential statistical analysis was conducted using the Mann-Whitney tests and correlation analysis was made using Spearman's Coefficient test. Results: The comparison between the oral fluency parameters indicated that RG showed a greater amount of stuttering-like disfluencies, while CG showed greater flows of syllables and words per minute, in spontaneous speech and reading. Regarding reading comprehension, scholars who stutter showed lower performance than the fluent ones, in both texts. There was no association between the frequency of disfluencies and reading comprehension, for scholars with and without stuttering. Conclusion: Scholars with stuttering had difficulties regarding reading comprehension when compared to the fluent scholars, but there was no association between the frequency of disfluencies with reading comprehension of both groups. It is suggested that reading comprehension be evaluated, and if necessary, rehabilitated in order to decrease the impacts of stuttering and promote learning of this scholar.
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Fonoaudiologia, Avaliação em saúde, Gagueira, Aprendizagem, Leitura, Compreensão, Speech language pathology, Health evaluation, Stuttering, Learning, Reading, Comprehension