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Neuropsychological and environmental predictors of reading performance in brazilian children

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dc.creatorMelina Lima
dc.creatorLuciane da Rosa Piccolo
dc.creatorFabiane Puntel Basso
dc.creatorAnnelise Júlio-costa
dc.creatorJulia Beatriz Lopes Silva
dc.creatorVitor Geraldi Haase
dc.creatorJerusa Fumagalli Salles
dc.date.accessioned2025-01-16T20:00:27Z
dc.date.accessioned2025-09-09T01:20:53Z
dc.date.available2025-01-16T20:00:27Z
dc.date.issued2019-03-18
dc.format.mimetypepdf
dc.identifier.doihttps://doi.org/10.1080/21622965.2019.1575737
dc.identifier.issn2162-2973
dc.identifier.urihttps://hdl.handle.net/1843/79261
dc.languageeng
dc.publisherUniversidade Federal de Minas Gerais
dc.relation.ispartofApplied Neuropsychology: Child
dc.rightsAcesso Aberto
dc.subjectAlfabetização, leitura e escrita
dc.subjectFonologia
dc.subjectFonética
dc.subjectNeuropsicologia
dc.subject.otherFluency
dc.subject.otherPhonemic awareness
dc.subject.otherPhonological awareness
dc.subject.otherReading
dc.subject.otherSocioeconomic status
dc.titleNeuropsychological and environmental predictors of reading performance in brazilian children
dc.typeArtigo de periódico
local.citation.epage270
local.citation.issue3
local.citation.spage259
local.citation.volume9
local.description.resumoWord-level reading is strongly associated with phonological processing. The aim of this study was to investigate the effects of cognitive and environmental variables on word reading performance. Our sample consisted of 185 fourth-grade students. Linear regression analyses were used to investigate the role of the following variables as potential predictors of word reading accuracy and fluency: phonological processing (phonological awareness, rapid automatized naming, and phonological memory); verbal fluency; working memory; socioeconomic status and an indicator of school quality (IDEB) in Brazil. Phonological awareness andrapid automatic naming were the best predictors of reading, supporting the role of phonological processing as a key contributor to the lexical aspects of reading, beyond the earlyyears of literacy acquisition. Environmental variables were significant predictors of irregular word reading (socioeconomic status) and fluency (IDEB), corroborating multicomponent models of reading performance. The present findings demonstrate the complex interplay offactors underlying reading performance and highlight the importance of a multidimensional approach to the study of reading.
local.identifier.orcidhttps://orcid.org/0000-0001-7601-1935
local.identifier.orcidhttps://orcid.org/0000-0003-2826-4561
local.identifier.orcidhttps://orcid.org/0000-0002-8411-5459
local.identifier.orcidhttps://orcid.org/0000-0001-9004-2009
local.identifier.orcidhttps://orcid.org/0000-0001-9224-3242
local.identifier.orcidhttps://orcid.org/0000-0002-1906-7702
local.identifier.orcidhttps://orcid.org/0000-0003-0877-488X
local.publisher.countryBrasil
local.publisher.departmentFAF - DEPARTAMENTO DE PSICOLOGIA
local.publisher.initialsUFMG
local.url.externahttps://www.tandfonline.com/doi/10.1080/21622965.2019.1575737?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed#abstract

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