A relação entre a amplitude visuoatencional e o desenvolvimento da leitura

Abstract

The present study had two main objectives: 1) to perform a systematic literature review considering the studies that investigated the relationship between visual attention span and reading; and 2) to verify, empirically, if the visual attention span and rapid naming speed are related to reading due to a shared variance between them. The results of the literature review showed that the correlation between visual attention span and reading remains significant, regardless of variations in the school year and language of the participants. However, differences were detected in the correlation between visual attention span and reading as a function of the stimuli used in the reading tasks and the visual attention span measures used in the studies. The empirical research, conducted with 48 Brazilian Portuguese-speaking children, attending the 2nd or 5th grade of Elementary School, showed the following results: absence of significant correlation between visual attention and rapid naming speed and independent contribution of visual attention span and rapid naming speed for reading accuracy. Only rapid naming speed and phonological awareness predicted reading fluency and reading comprehension in the present study.