LEXICAL DEVELOPMENT, SPEECH LANGUAGE DISORDERS AND SCHOOL PERFORMANCE: LITERATURE REVIEW Desenvolvimento lexical, alterações fonoaudiológicas e desempenho escolar: revisão de literatura

Conflict of interest: non-existent inventory of the child as of the adult, generating lack of correspondence, it is defined that there is presence of semantic deviations. Such deviations can be classified as: overextension, subextension, antonymy, deviation by contiguity relations, and deviation by morphological and phonological proximity4. From the early stages of literacy, the lexical development directly influences writing, as to write any word it is necessary to search in the mental lexicon5. To find this lexical representation, it is crucial both an orthographic as a phonological processing, as the two information are contained in the word representation5. Given these facts, it can be seen that both the vocabulary as the phonological development are important for the acquisition and development of the written language, since the phonological decoding enables the child to acquire word-specific spelling information5. Thus, writing becomes the link between the basic understanding between sounds and their spelling, establishing therefore the relationship between spoken and written language. In this context, it is necessary to analyze the studies already conducted on the theme, aiming at a critical reflection and analysis of the contributions  INTRODUCTION


Source of support: Institutional Program of Scientific Initiation
Scholarship PIBIC CNPq -UFMG Conflict of interest: non-existent inventory of the child as of the adult, generating lack of correspondence, it is defined that there is presence of semantic deviations.Such deviations can be classified as: overextension, subextension, antonymy, deviation by contiguity relations, and deviation by morphological and phonological proximity 4 .
From the early stages of literacy, the lexical development directly influences writing, as to write any word it is necessary to search in the mental lexicon 5 .
To find this lexical representation, it is crucial both an orthographic as a phonological processing, as the two information are contained in the word representation 5 .Given these facts, it can be seen that both the vocabulary as the phonological development are important for the acquisition and development of the written language, since the phonological decoding enables the child to acquire word-specific spelling information 5 .Thus, writing becomes the link between the basic understanding between sounds and their spelling, establishing therefore the relationship between spoken and written language.
In this context, it is necessary to analyze the studies already conducted on the theme, aiming at a critical reflection and analysis of the contributions

INTRODUCTION
Lexical development is directly related to the ability to understand and produce various kinds of meanings.The mental lexicon is accessed to represent an object, an attribute or any other information 1 .It increases over the years with the development of the learning process and use of words.The literature shows the importance of the lexical acquisition and development and synchronicity with the other language subsystems, especially the syntactic subsystem 2,3 .
During the lexical acquisition process, many semantic deviations may occur since the significant traces feature the different use of the words in different contexts.Thus, when the meaning of a particular word is not the same in the lexical of Health, studies on subjects aged equal or older 12 years and that did not submit freely available complete texts were excluded.
The data analysis was performed in two steps and in a descriptive and analytical way.First, the location data, year, authorship, purpose, methodology, age groups, main results and conclusions of the article were identified.Then, a critical analysis of the articles and discussion on the main findings and advances showed by the studies was performed.

LITERATURE REVIEW
This review consists of nineteen 2,4-21 national articles.The design of each study was surveyed, and if not specified, the classification was made according to the theoretical framework on scientific methodology 22 .For a better understanding of the thematic, the studies were separated by themes, which are presented below.
Figures 1-5 detail the methodological design, main findings related to the theme and prevalence of vocabulary changes, which are distributed among the vocabulary subthemes, vocabulary and phonology, vocabulary and school performance, vocabulary and phonological awareness and vocabulary and hearing processing.Figure 6 shows the prevalence of alterations of the studies of this review.
To study the children's vocabulary development it is necessary to understand the meaning of the words and the lexical acquiring process 4 .The words can be categorized in three types according to their meanings.The first type are those that have a lexical meaning related to verbs, nouns and adjectives.The second type of words are those that have a verbal meaning, i.e., prepositions, adverbs, conjunctions and pronouns.The third type are the words that have a figurative meaning, which goes beyond the literal meaning, involving metalinguistic skills 4 .
of the literature for planning actions of prevention of disorders and promotion of positive environments for the language development of the children.The purpose of this study is to analyze and compile findings about the relationship between lexical development, speech disorders, phonological awareness, school performance and auditory processing through literature review.

METHODS
It is an integrative review of research works that address aspects concerning the prevalence of alterations of vocabulary as well as its acquisition and development.The following steps were taken for the study: elaboration of the guiding question, literature search, data collection, critical analysis of the included studies, discussion of results, review planning and writing.
This review was developed from December 2011 to May 2012, by seeking articles in the following databases: Scielo, Lilacs, Pubmed, Medline and CAPES Portal.So, scientific articles and literature reviews from 2006 to 2012 in Portuguese, English and Spanish were selected.The following descriptors were selected for the study: "vocabulary", "prevalence", "language development", "speech" and "language tests".
The search for descriptors occurred in two steps.At first, there was the search for articles that answer the following guiding question: "Which is the prevalence of vocabulary changes by the Brazilian and international population?".In a second step, it was performed a careful analysis of the summary of the articles found and the selection of those that met the inclusion criteria.
Thus, publications of at most six years, in Portuguese, English and Spanish, in which the sample was composed of male and female children were included.Articles that did not belong to the area

Analysis: Descriptive analysis
The "co-hyponym" substitution process was the most used by all groups, regardless of the degree of severity, and an average of 98.75% was found.Children belonging to average-moderate degree perform more substitution processes presenting an average of 41.57%.The conceptual field with larger number of children with alteration was "Places" and an average of 82.92% of the children of the sample was found.The average-moderate degree showed altered conceptual fields (38.52%), followed by mild degree (31.67%), severe degree (31.48%) and moderate-severe degree (25.93%).

Brancalioni et al, 2011
Type of study: Quantitative cross-sectional Subjects: 150 children GDF (group with phonological disorders): 75 children GDFN (group with normal phonological development): 75 children Age Group: 6y to 6y11m29d Analysis: Independent samples through T Test GDF showed a lower number of UVD than GDFN in all conceptual fields, being such difference statistically significant; 75% of GDFN children presented two or less occurrences of No Designations (ND), thus GDF presented higher percentages of ND.Regarding the occurrence of Substitution Processes, it was higher for GDF in all conceptual fields, and there was no statistically significant difference only for the conceptual field Shapes and Colors.SG and CG presented similar performance regarding UVD and substitution process, and a difference was found only in ND, being that SG presented a higher number of no designations.CG showed better performance in metalinguistic competence.There were differences between the age groups in relation to the UVD and substitution process in both groups.Regarding meta phonological competence there were significant differences between the age groups only in the CG.
Positive correlations were found among the lexical and metalinguistic skills, most of them good to moderate.
It is worth mentioning the studies 10,11 that have as subject the acquisition of the expressive and receptive vocabulary, especially in the comparison between the expressive and receptive modalities of vocabulary acquisition.It must be highlighted that the literature points to higher performance in receptive vocabulary tests 9 .
The international literature has stated the importance of the study on lexical development taking into consideration the performance in expressive and receptive vocabulary tasks 24 .
The data analysis found that a study 12 correlates the vocabulary acquisition of children with Down syndrome with children without alterations and that present similar cognitive development.
The study suggested that the lexical performance, both expressive as receptive, of subjects with Down syndrome is lower than of children with proper development, even when they are paired according to mental age.
It is noteworthy that no articles describing the influence of the family environment and the importance of social relationships on the lexical acquisition and development were found, as well as the impacts on the child population, however, there are studies showing the importance of the parental communicative style and profile for the overall language development 25,26 .
In the vocabulary subtheme it was verified that three of the articles found 4,6,7 studied the acquisition of words that have a lexical meaning, being that two 4,8 evaluated the ability of nominal evocation according to certain figures, and one 7 studied the most frequent verb types used by the age group studied.Only one of studies 8 correlate the presence of Specific Language Impairment (SLI) with the performance in naming tests, being that children with this diagnosis showed better performance in the naming test as in the drawing definition tests.Regarding the study of the typology of the most used verbs, the analyzed variables were age and gender 7 .The variable age related to the lexical development of children with SLI should be studied with caution, since the language skills of children with specific language impairments evolve more slowly so that the investigation measure should consider the language development of the individual 9 .It is worth noting that the assumption that the effects of the age may vary according to the interactions between the interference source, nature of the target, and the perceived task characteristics, i.e., the literature draws attention to the possible effects of the perceived task characteristics on the response and semantic access in children 23   Language-ABFW, the lexical field (shapes and colors) showed differences between the results.In one of these studies 13 , differences with statistical significance between the study and control groups were found and, in the other 15 these differences were not reported by the authors.Two articles evaluated the vocabulary according to the degree of speech disorder 2,14 .Only in one of them 2 the children who presented mild speech disorder had higher performance than that of children with other degrees of speech disorder.
Noteworthy is a Japanese study that showed interdependence between speech production and lexical development as, according to the author, the child's ability to produce a particular phonological structure depends on the frequency and amount of exposure to this estructure 29 .
Only one of the articles 17 included the tracking test of articulation disorders.
In the vocabulary and phonology subtheme, seven articles 2,6,13-17 were found and four of them 6,13,15-16 compared the performance of children with typical language development with children with speech and language disorders.The literature reminds the interaction between phonology and vocabulary, early acquisition of these subsystems and the importance of the skills acquired for the later stages of language development 27,28 .
It is noteworthy that six articles 2,6,13-16 that used the Test of Children's Language-ABFW presented case-control type studies.By correlating the performance between the control group (CG) and the study group (SG), it was possible to note that in some research works 6,13,15,16 , children with language delay or speech and language disorders showed poorer performance than other children in all tests performed.
In two studies that evaluated the expressive vocabulary 13,15  The vocabulary skill was predictive of the quality of the elaboration of writing.However, phonological awareness and rapid serial naming only predict the performance related to the syntactic and grammatical structure.The literature shows that the lexical development directly influences the acquisition of writing, i.e., to write any word, from the low frequency ones to the writing of pseudowords, it is necessary to access a previous lexical 5 .There are also indications on the importance of lexical development for the child's development in all curricular areas, as it supports instruction understanding and solving of problems 30 .
In the lexicon and school performance subtheme, three articles 5,18,19 that analyzed the performance in vocabulary tests of children of different stages of early childhood education were found.It was observed that most of the children aged five, six and seven years showed poorer performance than the expected average for the age.It was also observed that children who attended the first stage of early childhood education had a better performance than the children of the third stage 18 .In one of the studies 19 , it was found a decrease of the descriptive Analysis: Analysis of correlation between the performance in both tests performed using the Spearman test.The Mann-Whitney test was used to compare numerical variables between two age groups, and the Kruskal-Wallis test was used to compare numerical variables between the three age groups.
In general, children of the SG reached a poorer performance than those of the CG in the analyzed tasks.Children of the SG, aged five and seven years, presented some significantly lower results than the CG; however there were no differences between the groups of six years old children.Comparing the performance of the children with the reference values, five years old children of both groups had difficulties in the same tasks, of expressive vocabulary and phonological awareness, with varying complexity.The subjects aged six and seven years presented difficulties only in expressive vocabulary.Considering the UVD, the overall average obtained was 61%, regarding ND, the average was 3.66% and regarding the substitution process the average was 33.33%.When relating the performance in the vocabulary tasks and hearing tests it is observed a positive correlation between the UVD and the result of the processing tests, i.e., the better the performance in the hearing process, the better its usual verbal designation.This correlation was made between the successes of processing and the percentage of UVD.Regarding the ND class, the worse the subjects present in processing tests, there higher was the number of no designations in these conceptual fields.Regarding the substitution process, the worse the performance in the tests presented, the greater the number of substitution processes present.Before the data found there is a need for further research on the contribution of phonological development for the expansion of the lexicon besides the importance of the use of variables such as age and literacy.
In the vocabulary and phonological awareness subtheme, only one study 20 comparing the performance of the children of the control group children with the ones of the study group, found that children who had speech disorders had poorer performance than those with typical language acquisition.No statistically significant differences were found at the age of six years.It was also observed that only five

Figure 5 -Summary of studies correlating lexical development with auditory processing
Oral language difficulties, especially those related to vocabulary and phonology, may be related to auditory processing disorders, since hearing is the most important sense for the language acquisition 21 .
Taking these facts into account, when analyzing the vocabulary and auditory processing subtheme, a study 21 correlating the performance of the subjects of the study in the expressive vocabulary test with the results of the auditory processing tests found a positive correlation between them, i.e., the better the performance in the auditory processing test the better the performance in the vocabulary test.

CONCLUSION
The scientific productions of the review show the relevance of the lexical development for the phonological acquisition and subsequently to the acquisition of written language.Regarding phonology, the articles that were found show the importance of the appropriate lexical development for the effective phonological acquisition.
This literature review showed the importance of the scientific research on the relationship between the analyzed topics and the school performance, since there are few studies that relate them and, according to the findings, there are positive interrelationships that contribute to the school performance of the children.
According to the alterations addressed in the articles of this study, two of them [14][15] reported the occurrence of No Designations of words, being that the most found process was the substitution by co-hyponym.One of the studies 10 verified 67% of positive correlation between expressive and receptive vocabulary of the subjects of the sample.
There is a timeline with the issues most addressed by the studies in the past five years.The themes varied over the years but there is a greater number of articles addressing the lexical development related to the speech development and a smaller number of studies that shows the correlation between lexical development and auditory processing.The importance of studies that discuss the influences of the lexical development in the school performance is also highlighted.

Figure 1 -
Figure 1 -Summary of the research works related to lexical development.

Figure 2 -
Figure 2 -Summary of the research works correlating lexical with phonological developments

Figure 3 -
Figure 3 -Summary of the research works correlating lexical development with school performance

Figure 4 -
Figure 4 -Summary of the research works correlating lexical development with phonological awareness

Figure 6 -
Figure 6 -Chronology of studies according to the most discussed topics in each year Children of the CG, aged 4 years, presented better performance in recognition than those of SG.Children of the CG, aged 5 and 6 years, presented better performance in words, pseudowords, and total hits.Children of the SG, aged 4 years, presented significantly poorer performance than those aged 6 years in words, pseudowords and total hits.Regarding age, children of the CG, aged 4 years presented significantly poorer performance than those aged 5 and 6 years in words, pseudowords and total hits.Children of the SG, aged 4 years, presented significantly poorer performance than those aged 6 years in all tasks evaluated.Regarding the extension and modification of the pseudowords, the children of the SG, aged 5 and 6 years, present poorer performance than those of the CG with the same age.
Mota et al, 2009 Type of study: Cross-sectional and quantitative Subjects: 44 children Severe phonological disorders: 6 children Moderate-severe phonological disorders: 3 children Mild-moderate phonological disorder: 15 children Mild phonological disorders: 20 children Age Group: 3y5m to 8y6m29d Tools: Phonological Assessment of Children; Percentage of correct consonants -PCC; and Evaluation of the Test of Children's Language-ABFW. .
through the Test of Children's Regarding age, there were no statistically significant differences between the two age groups.A lower performance than expected for the age in the PPVT was found in 61.0% of the preschool children, 19.4% of children of the first stage, 49.4% of students and 75.7% of the children in the third stage.The children of the first stage performed better than those of the third stage.Most children aged 5, 6 and 7 years presented a poorer performance than the average expected for their age.