Gutiérrez et al. |
2017 |
Spain |
Longitudinal Pre-experimental |
5 to 6 |
Phonological awareness/ Phonological working memory |
Concerning the writing learning processes, the data indicated that, although there is no difference in the acquisition of alphabetical knowledge, the intervention program contributed significantly to the improvement of phonological processing skills. |
Choi et al. |
2017 |
USA |
Transversal |
4 to 19 |
Phonological awareness/ Phonological working memory/ Lexical access |
The sample with changes in all phonological processing skills had a greater impact on reading, writing and oral language skills when compared to the sample with changes in phonological awareness only. |
lot et al. |
2016 |
Netherlands |
Case-control |
7 to 10 |
Phonological awareness/ Phonological working memory/ Lexical access |
Changes in phonological processing skills were associated with learning disorders in mathematics and reading and spelling. |
Loucas et al. |
2016 |
United Kingdom |
Case-control |
5 to 17 |
Phonological awareness/ Phonological working memory |
The specific language impairment associated with the alteration of reading decoding would be related to the deficiency in the active maintenance of phonological representations for phonological processing. |
Hakvoort et al. |
2016 |
Netherlands |
Case-control |
12 |
Phonological Awareness / Lexical Access |
There was an association between the ability of phonological awareness and family risk for dyslexia but without robust evidence of direct interference from phonology to reading. Changes in categorical speech perception at the behavioral level would not be directly associated with dyslexia. |
Barbosa et al. |
2015 |
Brazil |
Case-control |
8 to 14 |
Phonological awareness / Phonological working memory |
There was a predominance of changes in phonological processing skills in the group with dyslexia, not compatible with delayed development, but with atypical development, consequently affecting the development of reading and writing, even in older children. |
Groot et al. |
2015 |
Netherlands |
Case-control |
8 to 13 |
Phonological awareness / lexical access |
The ADHD-only and comorbid groups showed a negative performance in phonological processing skills even greater when compared to the group composed of participants with only reading difficulties. |
Moyeda et al. |
2015 |
Mexico |
Longitudinal Pre-experimental |
6 to 7 |
Phonological awareness / Phonological working memory / Lexical access |
The study pointed out significant differences in phonological processing skills before and after the intervention program. |
Kibby et al. |
2014 |
United States |
Transversal |
8 to 12 |
Phonological awareness / Phonological working memory / Lexical access |
Phonological processing was a major contributor to reading ability, regardless of the aspect of reading assessed. There was a strong association of phonological awareness as the best single predictor of each reading skill assessed. |
Batnini et al. |
2014 |
Tunisia |
Transversal |
7 to 9 |
Phonological working memory / Lexical access |
Phonological memory and lexical access were good predictors of reading ability in Arabic, whereas these skills, in themselves, were exclusive predictors of the orthographic ability in Arabic in children of the third grade of Tunisia. |
Moura et al. |
2014 |
Portugal |
Case-control |
7 to 12 |
Phonological awareness / Phonological working memory / Lexical access |
They revealed that phonological awareness was the most important predictor of all measures of reading accuracy while naming speed was particularly related to fluency in text reading. |
McArthur et al. |
2013 |
Australia |
Case-control |
7 to 12 |
Phonological awareness / Phonological working memory / Lexical access |
The group with specific reading impairment associated with specific language impairment showed changes in all phonological processing skills. The group with specific reading disabilities had adequate phonological working memory. The group with specific language disorders did not show changes in phonological processing skills. |
Zamo et al. |
2013 |
Brazil |
Case-control |
7 to 12 |
Phonological awareness / Phonological working memory |
The performance in the neuropsychological assessment of children with reading difficulties was statistically inferior in tasks that assessed orientation, working memory (phonological and central executive components), phonological awareness, reading and writing, visoconstructive skills, arithmetic skills and executive functions regardless of age factors, the result of nonverbal intelligence quotient (IQ) and symptoms of inattention and hyperactivity. |
Park et al. |
2013 |
USA |
Transversal |
6 to 15 |
Phonological awareness / Lexical access |
The groups differed only in the task of visual matching of processing speed. The group of older children showed significantly slower performance of phonological processing skills compared to the younger group. |
Pinheiro et al. |
2012 |
Brazil |
Longitudinal Pre-experimental |
7 |
Phonological awareness / Phonological working memory / Lexical access |
After the intervention process, significant progress was observed in the development of phonological working memory and in phonological awareness tasks. On the other hand, there was no evolution of children in lexical access tasks. |
Vandewalle et al. |
2012 |
Belgium |
Case-control |
6 to 8 |
Phonological awareness / Phonological working memory / Lexical access |
Children with specific language impairment and typical literacy, even over time, continued to have difficulties in complex tasks of phonological awareness and phonological working memory. Children with specific language impairment, changes in phonological awareness and rapid naming in kindergarten were at high risk of developing literacy problems in transparent spelling. |
Tenório et al. |
2012 |
Brazil |
Transversal |
5 to 8 |
Phonological awareness / Phonological working memory / Lexical access |
The more advanced students showed better performance in writing, reading, arithmetic and phonological awareness. Conversely, lexical access and phonological memory performances did not differentiate school years. There were positive correlations between school performance and phonological processing in both school years. |
Anthony et al. |
2011 |
USA |
Case-control |
3.6 to 5.6 |
Phonological awareness / Lexical access |
Children with phonological processing disorders related to the representation presented difficulties in phonological awareness and reading that were also demonstrated by children with speech disorder. |
Zeguers et a. |
2011 |
Netherlands |
Case-control |
7 to 11 |
Phonological working memory / Lexical access |
There was a positive correlation between the difficulty in visual and auditory recognition of words and changes in phonological processing skills. |
Tanaka et al. |
2011 |
USA |
Case-control |
7 to 16 |
Phonological awareness / Lexical access |
The dyslexic group with high intelligence quotient (IQ) exhibited similar patterns of reduced activation in brain areas, such as left and occipitotemporal parietotemporal regions. These results converged with behavioral evidence that indicated that, regardless of the intelligence quotient (IQ), reading difficulties would be related to phonological processing skills. |
Perez et al. |
2011 |
Belgiium |
Cohort |
6 to 7 |
Phonological awareness / Phonological working memory / Lexical access |
It was found that phonological awareness and phonological working memory functioned as independent predictors of reading skills, even after controlling the initial knowledge of letters. On the other hand, there was no association between the RAN task, the speed of access to the phonological form of words and the ability to read later. |
Frijters et al. |
2011 |
Canada |
Randomized Clinical Trial |
6.6 to 8.6 |
Phonological awareness / Phonological working memory / Lexical access |
Phonological, cognitive and visual memory had predictive value in explaining the response to the intervention among children with reading difficulties. These effects were demonstrated regardless of the contributions of multiple intervention components, phonological awareness and rapid naming skills. |
Justi et al. |
2011 |
Brazil |
Transversal |
8 to 10 |
Phonological awareness / lexical access |
There was a robust and independent contribution of phonological awareness and rapid serial naming for reading and writing accuracy and fluency. |
Araújo el al. |
2010 |
Portugal |
Case-control |
9 |
Phonological awareness / lexical access |
There were significant differences between groups in all tasks. Students with dyslexia performed below the control group in all assessed phonological tasks. |
Wayland et al. |
2010 |
USA |
Case-control |
8 to 11 |
Phonological awareness / Phonological working memory / Lexical access |
There was a strong association between naming and word reading skills among experienced readers, but this association was not found in less qualified readers. |
Mousinho et al. |
2010 |
Brazil |
Cohort |
7 to 9 |
Phonological awareness / Phonological working memory / Lexical access |
There was an association between phonological processing skills and reading comprehension, and these skills were fundamental for the success of understanding texts read at the beginning of the literacy process. |
Diuk et al. |
2009 |
Argentina |
Cohort |
6 to 7 |
Phonological awareness / Phonological working memory / Lexical access |
The students with good phonological awareness development showed learning as expected, regardless of social class. However, the development of these skills was lower in students in situations of greater social vulnerability. |
Gallego et al. |
2009 |
Spain |
Case-control |
7 to 12 |
Phonological awareness / Phonological working memory / Lexical access |
The reading impaired group had worse performance in all examined phonological tasks. |
Barbosa et al. |
2009 |
Brazil |
Case-control |
7 to 8 |
Phonological awareness / Phonological working memory |
The group with impaired literacy showed worse performance in all phonological processing skills and aspects of language when compared to the group with typical literacy. |
Smedt et al. |
2009 |
Canada |
Transversal |
9 to 11 |
Phonological awareness / Phonological working memory |
The quality of children’s long-term phonological representations measured individual differences in single-digit arithmetic, suggesting that more distinct long-term phonological representations are related to more efficient arithmetic recovery. |
Smythe et al. |
2009 |
United States |
Transversal |
7 to 8 |
Phonological awareness / Phonological working memory / Lexical access |
The relationship between phonological processes and acquisition of literacy was inconsistent in all languages analyzed in the study with different spellings. |
Mota et al. |
2008 |
Brazil |
Transversal |
7 to 8 |
Phonological awareness / Phonological working memory |
The better the children’s processing of the morphological aspects of the language, the better their performance in writing. The contribution of morphological processing could be independent of the influence of phonological processing in the acquisition of reading and writing. |
Billard et al. |
2008 |
France |
Case-control |
7 to 8 |
Phonological awareness / Phonological working memory / Lexical access |
Reading difficulties were particularly common in disadvantaged socio-cultural environments. The most relevant factors in reading scores were the best-developed skills of phonological awareness and rapid naming. |
Christo et al. |
2008 |
USA |
Transversal |
2 to 5 |
Phonological working memory / Lexical access |
The rapid naming was configured as the strongest predictor of word reading, reading comprehension and spelling when compared to phonological memory. |
Anthony et al. |
2007 |
USA |
Prospective |
3.6 to 5.6 |
Phonological awareness / Phonological working memory / Lexical access |
When all phonological processing skills and general cognitive ability were compared, phonological awareness was the best predictor of decoding skills in older preschool children. The phonological awareness of young children would be involved in the acquisition of English literacy. |
Savage et al. |
2005 |
United Kingdom |
Transversal |
10 |
Phonological awareness / Lexical access |
The fluency of reading text would be specifically related to the rapid automatized naming of digits, while phonological measures would be more related to reading accuracy and comprehension, even in a reading task that required the simultaneous integration of accuracy, rate and comprehension components. |
Capovilla et al. |
2004 |
Brazil |
Transversal |
5 to 9 |
Phonological awareness / Lexical access |
There was a significant association between the development of reading/writing and phonological processing. |
Compton et al. |
2001 |
United States |
Transversal |
8 to 18 |
Phonological awareness / Lexical access |
Rapid automatized naming and phonological awareness had an additive effect on the written language skills of children with reading difficulties, the first of which affected performance on reading tasks that required an accelerated/fluent response as changes in phonological awareness affected performance in reading tasks that emphasized the phonological processing ability. |