Influence of phonological processing on poor school performance: systematic literature review

Area of Science:

• Linguistics
• Developmental Psychology
• Education

Background:

• Phonological processing is fundamental for literacy acquisition.
• Difficulties in phonological processing are often associated with learning disabilities.
• Understanding this link is crucial for early intervention strategies.

Purpose of the Study:

• To systematically review scientific literature on phonological processing and its relationship with poor academic performance.
• To investigate the interference of phonological processing deficits in reading and writing development.

Main Methods:

• Systematic review of articles published until August 2017.
• Search strategy based on keywords related to phonological processing, learning, and poor school performance.
• Inclusion criteria: original research evaluating at least two phonological processing skills; exclusion criteria: no demonstrated relationship with school performance.

Main Results:

• Initial search identified 982 potentially relevant studies.
• 38 scientific productions were included for detailed analysis after applying evidence matrices.
• Analysis confirmed a relationship between altered phonological processing skills and poor academic performance.

Conclusions:

• Alterations in phonological processing skills are significantly related to poor academic performance.
• Phonological processing, alongside the schooling phase, directly influences reading and writing abilities.
• Interventions targeting phonological skills may improve academic outcomes in affected students.