Spelling performance of students with developmental dyslexia and with developmental dyslexia associated to attention deficit disorder and hyperactivity.

Purpose to analyze and classify the spelling performance according to the semiology of spelling error of children with developmental dyslexia (DD) and with developmental dyslexia associated to attention deficit disorder and hyperactivity(DD and ADHD) comparing them to a group of children without learning process complaints. Methods Seventy students, from the third to fifth grade, participated in this study divided as follows: 32 children without complaints of learning difficulties (GI), mean age 9.5 years; 22 students with developmental dyslexia (GII), mean age 10 years; 16 scholars with developmental dyslexia associated to attention deficit disorders and hyperactivity (GIII), mean age 9.

Temporal auditory processing and phonological awareness in reading and writing disorders: preliminary data.

Purpose: To verify if there is an association between temporal auditory tests and phonological awareness in individuals with reading and writing disorders.

Methods: Sixteen children were subjects of this study, aged between 7 and 12 years old, who had reading and writing disorders confirmed after specific assessment. All participants underwent phonological awareness assessment using CONFIAS test.