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Dificuldade específica de leitura em português: evidência de déficits cognitivos múltiplos Developmental dyslexia or specific reading disability (RD) is an idiopathic learning disorder characterized by inaccurate and/ or slow word recognition. 1 According to the predominant model found in the literature, RD results from deficits in phonological processing, most notably in phoneme awareness. Although the phonological-deficit model has assumed a leading role in the literature, it has also come under increased scrutiny in recent years. In particular, numerous researchers have questioned its assumption that deficits in phonological processing are sufficient for the development of RD. For example, it has been shown 2 that children with Speech Sound Disorder, a condition often associated with deficits in phonological awareness do not usually exhibit word reading difficulties. Furthermore, RD deficits do not seem to be limited to the phonological component of language. Instead, children with RD often exhibit mild oral language difficulties. They also show deficits in processing speed, particularly in rapid serial naming. 1 Noteworthy is that studies with children at risk for RD have shown that most of these deficits are evident in the preschool years and cannot, therefore, be regarded as a consequence of the poor literacy skills of children with RD. 3,4 In view of this evidence, Pennington suggested that deficits in oral language and processing speed, in addition to deficits in phoneme awareness, are also involved in RD. 1 In what follows, we report the findings of a longitudinal study investigating the generality of Pennington's multiple-deficit model as applied to RD in Portuguese, a writing system characterized by more regular grapheme-phoneme correspondences than the English orthography. The sample was composed of 13 Brazilian children who had exhibited marked difficulties in learning to read during their first school year and 13 typically developing children, matched for age, gender and educational environment. Six of the children with beginning reading difficulties still exhibited difficulties at the end of their second school year and were assigned to the group with persistent RD; also by that time, the remaining seven children had overcome their difficulties and were assigned to the group with transient RD. All children had either normal or above normal IQs (Table 1).

Specific reading disability in Brazilian Portuguese: evidence for a multiple-cognitive deficit model