Examples of using Phonological processing in English and their translations into Portuguese
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There is extensive literature linking phonological processing to reading and writing learning,
According to Eckert27, different genes cause individuals with dyslexia to have different phonological processing deficits.
lexical access are skills which compose phonological processing and also are responsible for how the information are processed,
The conclusion was that the phonological processing hypothesis was considered an explanation for dyslexia in many languages
This case therapeutic planning was designed to work the phonological processing abilities and reflect positively in the written language acquisition and development process.
changes in reading decoding should manifest phonological processing deficits in tasks that present more cognitive demand in reading by the phonological route.
writing provided an improvement in the phonological processing abilities, the impacts on reading speed became more perceptible.
Difficulties on phonological awareness result from the phonological processing alterations caused by the phonological disorder.
Data from this study corroborate the findings of literature that suggest that individuals with WS present difficulties in phonological processing tasks.
Further research is required to broaden the characterization of the profile of phonological processing skills in WS.
the greatest deficits present in the adolescence would be related to the expressive language and to the phonological processing.
This study's findings suggest that school-age children with developmental dyslexia may show changes in temporal auditory processing with abnormal phonological processing.
we found that the performance of EG was statistically lower than the performance of the CG in the Phonological processing skills.
may be related to changes in phonological processing skills.
one dependent on phonological processing and the other on direct visual recognition lexical.
no other deficits in the phonological processing was observed.
As this study refers to auditory and phonological processing, the aim was to characterize temporal auditory processing in school-age children with developmental dyslexia
particularly those related to phonological processing.
Since the written language learning is tightly related to these three phonological processing operations, the rupture in any one of them could cause a deleterious impact on reading and writing learning.