Vocabulary performance of students with and without difficulties learning to read and write
ABSTRACT Purpose: to compare vocabulary performances and verify the lexical competence of students with and without difficulties learning to read and write. Methods: 93 first-grade students were divided into Group I (50 students without difficulties) and Group II (43 students with difficulties lea...
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| Format: | Article |
| Language: | English |
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Associação Brasileira de Motricidade Orofacial - ABRAMO
2021-04-01
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| Series: | Revista CEFAC |
| Subjects: | |
| Online Access: | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462021000300506&tlng=en |
| _version_ | 1827165902602240000 |
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| author | Cláudia da Silva Patrícia do Valle Alves |
| author_facet | Cláudia da Silva Patrícia do Valle Alves |
| author_sort | Cláudia da Silva |
| collection | DOAJ |
| description | ABSTRACT Purpose: to compare vocabulary performances and verify the lexical competence of students with and without difficulties learning to read and write. Methods: 93 first-grade students were divided into Group I (50 students without difficulties) and Group II (43 students with difficulties learning to read and write). They were administered the Child Language Test focusing on vocabulary. The analysis considered aspects of usual word designation, non-designation, and substitution process. The data analysis was conducted with the Mann-Whitney test, with a p-value ≤ 0.05. Results: there were significant performances in the comparison between the groups in all the conceptual fields analyzed. There was no significance for either group regarding the conceptual fields of Foods, Furniture and Appliances, Places, and Professions in non-designation; regarding Means of Transportation in substitution processes; regarding Toys and Musical Instruments in both non-designation and substitution processes. Group I had higher means than Group II in usual word designation, and lower ones in non-designation and substitution processes. Conclusion: students with difficulties learning to read and write had greater difficulties in usual word designation, as well as higher error indexes in substitution processes and non-designation, which reveals a deficient vocabulary concerning lexical access in comparison with students without difficulties. |
| first_indexed | 2024-04-11T18:34:04Z |
| format | Article |
| id | doaj.art-39941090b4b94e28967ff94ba7e40135 |
| institution | Directory Open Access Journal |
| issn | 1982-0216 |
| language | English |
| last_indexed | 2025-03-21T01:39:53Z |
| publishDate | 2021-04-01 |
| publisher | Associação Brasileira de Motricidade Orofacial - ABRAMO |
| record_format | Article |
| series | Revista CEFAC |
| spelling | doaj.art-39941090b4b94e28967ff94ba7e401352024-08-02T23:47:19ZengAssociação Brasileira de Motricidade Orofacial - ABRAMORevista CEFAC1982-02162021-04-0123310.1590/1982-0216/202123312020Vocabulary performance of students with and without difficulties learning to read and writeCláudia da Silvahttps://orcid.org/0000-0003-3091-8448Patrícia do Valle Alveshttps://orcid.org/0000-0002-3537-7903ABSTRACT Purpose: to compare vocabulary performances and verify the lexical competence of students with and without difficulties learning to read and write. Methods: 93 first-grade students were divided into Group I (50 students without difficulties) and Group II (43 students with difficulties learning to read and write). They were administered the Child Language Test focusing on vocabulary. The analysis considered aspects of usual word designation, non-designation, and substitution process. The data analysis was conducted with the Mann-Whitney test, with a p-value ≤ 0.05. Results: there were significant performances in the comparison between the groups in all the conceptual fields analyzed. There was no significance for either group regarding the conceptual fields of Foods, Furniture and Appliances, Places, and Professions in non-designation; regarding Means of Transportation in substitution processes; regarding Toys and Musical Instruments in both non-designation and substitution processes. Group I had higher means than Group II in usual word designation, and lower ones in non-designation and substitution processes. Conclusion: students with difficulties learning to read and write had greater difficulties in usual word designation, as well as higher error indexes in substitution processes and non-designation, which reveals a deficient vocabulary concerning lexical access in comparison with students without difficulties.http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462021000300506&tlng=enVocabularyLearningLanguageChild DevelopmentSpeech, Language and Hearing Sciences |
| spellingShingle | Cláudia da Silva Patrícia do Valle Alves Vocabulary performance of students with and without difficulties learning to read and write Revista CEFAC Vocabulary Learning Language Child Development Speech, Language and Hearing Sciences |
| title | Vocabulary performance of students with and without difficulties learning to read and write |
| title_full | Vocabulary performance of students with and without difficulties learning to read and write |
| title_fullStr | Vocabulary performance of students with and without difficulties learning to read and write |
| title_full_unstemmed | Vocabulary performance of students with and without difficulties learning to read and write |
| title_short | Vocabulary performance of students with and without difficulties learning to read and write |
| title_sort | vocabulary performance of students with and without difficulties learning to read and write |
| topic | Vocabulary Learning Language Child Development Speech, Language and Hearing Sciences |
| url | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462021000300506&tlng=en |
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