The predictive role of working memory in the alphabetization process by children taking part in the ACERTA project
Keywords:
Working memory, Learning to read, Reading development, Provinha BrasilAbstract
This longitudinal study aims to investigate the relationship between working memory (BADDELEY, 1997; DANEMAN; CARPENTER, 1980; ENGLE, 2002; BADDELEY, 2011) and the development of reading and writing (CABRAL, 1986; FRITH, 1985; EHRI, 2005; DEHAENE, 2009, 2015; among others) in participants in the ACERTA (Evaluation of Children at Risk of Learning Disorder) project. Fifty-seven Elementary School students, enrolled in 6 municipal schools in Natal-RN, Brazil, were submitted to reading and writing tests (copy, dictation, word and pseudo word reading activities) and working memory tests (AWMA – Automated Working Memory Assessment) from 2014 to 2016. The quantitative results obtained by linear regression analysis reveal that the working memory was not able to predict the development of children's reading and writing in any of the four measures proposed in 2016, a fact that does not align with the hypothesis that working memory alone is able to predict the development of literacy skills. Contrary to expectations, the results point to short-term memory instead as a possible predictive variable to the development of participants' reading and writing scores. The proposed discussion aims to shed light on the variables that impact the learning of reading and writing, from a neurocognitive point of view.
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References
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BADDELEY, Alan. Human Memory: Theory and practice. Hove: Psychology Press, 1997.
BADDELEY, Alan; ANDERSON, Michael C.; EYSENCK, Michael W. Memória. Porto Alegre: Artmed, 2011. 471 p.
BOWERS, Jeffrey S. The practical and principled problems with educational neuroscience. Psychological Review, [s.l.], v. 123, n. 5, p. 600-612, 2016. American Psychological Association (APA). http://dx.doi.org/10.1037/rev0000025.
BRUER, John T. Education and the brain: a bridge too far. Educational Researcher, vol. 26, nº 8, p. 4-16, 1997.
CABRAL, Leonor Scliar. Processos psicolinguísticos da leitura e a criança. Letras de Hoje, 19 (1), p. 7-20, 1986.
CASTRO-CALDAS, A.; PETERSON, K. M.; REIS, A.; STONE-ELANDER, S.; INGVAT, M. The illiterate brain: learning to read and write during childhood inluences the functional organization of the adult brain. Brain, 121, issue 6, p.1053-1063, 1998.
DANEMAN, Meredyth; CARPENTER, Patricia A. Individual differences in working memory and Reading. Journal of Verbal Learning and Verbal Behavior, 19, p. 450-466, 1980.
DEHAENE, Stanislas. Reading in the brain. Viking: 2009.
DEHAENE, Stanislas et al. Illiterate to literate: behavioural and cerebral changes induced by reading acquisition. Nature Reviews Neuroscience, Hampshire, v. 4, n. 16, p. 234-244, 18 mar. 2015.
EHRI, Linnea C. Learning to Read Words: Theory, Findings, and Issues. Scientific Studies of Reading. New York, p. 167-188. Set. 2005.
EHRI, Linnea C. O desenvolvimento da leitura imediata de palavras: fases e estudos. In: SNOWLING, Margaret J.; HULME, Charles. A ciência da leitura. Porto Alegre: Penso, 2013. Cap. 8. p. 153-172.
ENGLE, Randall W. Working Memory Capacity as Executive Attention. Current Directions in Psychological Science, [s.l.], v. 11, n. 1, p. 19-23, fev. 2002. SAGE Publications. http://dx.doi.org/10.1111/1467-8721.00160.
FOY, J. G; MANN, V. A. Bilingual children show advantages in nonverbal auditory executive function task. International Journal of Bilingualism, 18(6), p. 717–729. https://doi.org/10.1177/1367006912472263 (2014).
FRITH, Uta. Beneath the surface of developmental dyslexia. Surface Dyslexia, v. 32, p. 301-330, 1985.
GABRIEL, Rosângela; MORAIS, José; KOLINSKY, Régine. A aprendizagem da leitura e suas implicações sobre a memória e a cognição. Ilha do Desterro A Journal in English Language, Literatures in English and Cultural Studies, [s.l.], v. 69, n. 1, p. 61-78, 26 jan. 2016. Universidade Federal de Santa Catarina (UFSC). http://dx.doi.org/10.5007/2175-8026.2016v69n1p61.
GATHERCOLE, Susan E.; BADDELEY, Alan D. The development of working memory. In: GATHERCOLE, Susan E.; BADDELEY, Alan D. Working memory and language. Hove: Lawrence Erlbaum Associates, 1993. Cap. 2. p. 25-39.
MORAIS, José. A arte de ler. São Paulo: Feu Fundação Editora da Unesp, 1996. 331 p.
MOTA, Natália; CALLIPO, Renata; LEITE, Lígia; TORRES, Ana; WEISSHEIMER, Janaina; BUNGE, Silvia; COPELLI, Mauro; RIBEIRO, Sidarta. Verbal short-term memory underlies typical development of "thought organization" measured as speech connectedness. Mind, Brain, and Education, no prelo.
NOBLE, K. G.; MCCANDLISS, B. D.; FARAH, M. J. Socioeconomic gradients predict individual differences in neurocognitive abilities. Developmental Science, 10(4), p. 464-480. doi: DOI 10.1111/j.1467-7687.2007.00600.x, 2007.
OLIVEIRA, João Batista Araujo e. Educação baseada em evidências. Coleção Iab de Seminários Internacionais, Brasília, v. 1, n. 1, p. 34-23. 2014.
SALLES, J. F. Habilidades e Dificuldades de Leitura e Escrita em Crianças de 2ª Série: Abordagem Neuropsicológica Cognitiva. 2005. 307f. Tese (Doutorado) – Instituto de Psicologia, Universidade Federal do Rio Grande do Sul, Porto Alegre, 2005.
SARSOUR, K.; SHERIDAN, M.; JUTTE, D.; NURU-JETER, A.; HINSHAW, S.; BOYCE, W. T. Family Socioeconomic Status and Child Executive Functions: The Roles of Language, Home Environment, and Single Parenthood. Journal of the International Neuropsychological Society, 17, p. 120-132, 2011.
SIGMAN, Mariano; PEÑA, Marcela; GOLDIN, Andrea P.; RIBEIRO, Sidarta. Neuroscience and education: prime time to build the bridge. Nature Neuroscience, [s.l.], v. 17, n. 4, p. 497-502, 26 mar. 2014. Springer Nature. http://dx.doi.org/10.1038/nn.3672.
VARMA, Sashank; MCCANDLISS, Bruce D.; SCHWARTZ, Daniel L. Scientific and Pragmatic Challenges for Bridging Education and Neuroscience. Educational Researcher, [s.l.], v. 37, n. 3, p. 140-152, 1 abr. 2008. American Educational Research Association (AERA). http://dx.doi.org/10.3102/0013189x08317687.
VILHENA, Douglas de Araújo ; SUCENA, Ana ; CASTRO, São Luís ; PINHEIRO, Ângela Maria Vieira. Reading Test-Sentence Comprehension: An Adapted Version of Lobrot's Lecture 3 Test for Brazilian Portuguese. Dyslexia, [s.l.], v. 22, n. 1, p.47-63, 14 jan. 2016. Wiley-Blackwell. http://dx.doi.org/10.1002/dys.1521.
WANG, Shinmin; GATHERCOLE, Susan E. Working memory deficits in children with reading difficulties: Memory span and dual task coordination. Journal of Experimental Child Psychology, [s.l.], v. 115, n. 1, p. 188-197, maio 2013. Elsevier BV. http://dx.doi.org/10.1016/j.jecp.2012.11.015.
ZORZI, Jaime Luiz. O que devemos saber a respeito da linguagem escrita e seus distúrbios: indo além da clínica. In: Andrade, C. R. F.; Marcondes, E. (Org.). Fonoaudiologia em pediatria. São Paulo, 2003, v. 1, p. 120-132 .
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2020-12-31
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MORAES, L. de S. L. .; WEISSHEIMER, J. . The predictive role of working memory in the alphabetization process by children taking part in the ACERTA project. COLINEARES, Mossoró, Brasil, v. 7, n. 2, p. 21–45, 2020. Disponível em: https://periodicos.apps.uern.br/index.php/RCOL/article/view/3054. Acesso em: 5 oct. 2024.
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