Objective: to provide preliminary normative data for the Reading and Writing Test by type of school, and normative data for the Phonological Awareness Test by Oral Production for private schools and update their normative data available for public schools, all of which are for children in the final year of early childhood education. Methods: 267 children, in the age range of 5 years, and typical development. Identification Questionnaire for Parents, Phonological Awareness Test by Oral Production and Reading and Writing Test were used. The means of performance in the tests of the present sample were compared with the existing normative data to justify normative data provision and updating. Results: Student’s t-test revealed that the private school children outperformed those of the public schools in all measures, reinforcing the need for specific standards, according to the type of school. There were strong to very strong relationships among the variables evaluated, demonstrating a marked association between phonological awareness and initial reading and writing abilities. The Wilcoxon test revealed significant differences between the performance of the children of the present study, from both private and public schools, and the data from the Phonological Awareness Test by Oral Production standardization sample, suggesting the need to update the Phonological Awareness Test by Oral Production standards. Finally, the new normative data were presented. Conclusion: the need to make available and update the test standards used, according to the type of school, was confirmed. Further studies are necessary to expand the data presented to other age groups.

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Phonological awareness and early reading and writing abilities in early childhood education: preliminary normative data

Objective: to characterize the linguistic-cognitive performance of schoolchildren in the literacy cycle, in order to identify children at risk for learning disorders in the public school context Methods: this study involved 88 children, aged 6 to 8 years, enrolled in the first, second and third year of elementary education I, from two schools in the city of Recife, Pernambuco, Brazil The procedure used was the Cognitive-Linguistic Skills Evaluation Protocol, which has collective and individual versions, both being applied The analysis of the groups was performed through the statistical non-parametric Kruskal-Wallis test with p <005 Results: all students were submitted to the individual version for presenting poor performance in the collective version of the protocol Thus, the application of the collective version was not sufficient to identify children at risk for learning disorders, thus, the indication of the individual assessment In the individual version, students from the 1st year showed a lower performance in most of the subtests that make up the instrument, whereas those from the 2nd and 3rd years had an average performance, which also deserves attention, according to the instrument of evaluation These results, below the one expected for the age and school year, may be a consequence of poor learning opportunities within and outside school There were also significant differences as a function of the schooling advance, revealing that the cognitive-linguistic skills, precursors of the reading and writing learning process, are only having a greater leap of development at the end of the literacy cycle, in the third year, which reveals a significant delay in terms of learning Conclusion: the low performance observed in cognitive-linguistic abilities in schoolchildren hinders the early identification of children at risk for learning disorders and questions the quality of educational opportunities experienced by the students inside and outside the public school Other factors, such as regional differences in language and linguistic context, need to be considered in the interpretation of tests that evaluate cognitive-linguistic abilities

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Cognitive-linguistic performance of schoolchildren in the literacy cycle in the public school context: universal screening

Purpose: to investigate the teachers’ knowledge on educational speech-language-hearing pathology and the importance of auditory and linguistic skills to learning, comparing the answers of public-school teachers with those of private ones. Methods: an exploratory study with a mixed quantitative and qualitative approach, conducted with 25 teachers working in kindergarten and elementary school. Data were collected with a questionnaire comprising 19 closed-ended questions (which dealt with the relationship between language, hearing, and learning) and one open-ended question (which approached their knowledge on educational speech-language-hearing pathology. The quantitative data were analyzed with descriptive and inferential statistical analyses, and the qualitative ones, with theme modality content analysis. Results: in general, the teachers recognize the importance of hearing and language to learning, although they do not feel prepared to deal with it at school, neither do they have more specific knowledge of auditory processing. The results obtained in the open-ended question revealed an also limited knowledge on educational speech-language-hearing pathology. In this sense, their greatest source of information was some teachers’ previous experience with the work of a speech-language-hearing pathologist within the educational setting. No important differences were observed between the answers given by public school teachers and those by private ones. Conclusion: the teachers’ knowledge on educational speech-language-hearing pathology and the importance of hearing and language to learning is still limited, which requires more investment in the training in this field.

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Teachers’ knowledge on Educational Speech-Language-Hearing Pathology and the relevance of communication to learning

Purpose: to verify family literacy practices with preschoolers from a public school in a municipality of the Northeast Region of Brazil. Methods: 21 parents/guardians of pre-kindergarten and kindergarten students from a public school participated in this study. A questionnaire with 18 items on the parents’/guardians’ participation in family literacy practices was develop for this research. The resulting data underwent descriptive and inferential analysis, with the significance level set at 5%. Results: the preschoolers’ mean age was 69 months, and that of the parents/guardians who answered the questionnaire was 31 years. The educational level of most parents/guardians was either high school or unfinished middle school. A significant, positive relationship, between the parents’/guardians’ educational level and the following questionnaire items was seen: paying attention to the children when they spoke, calling their attention to the sound of letters and words, and teaching/encouraging them to write their names. Conclusion: family literacy practices are not commonly developed in the culture of the Northeast Region of Brazil, and when so, most of them are similar to activities taught at school. There was also a weak correlation between the parents’/guardians’ educational level and the family literacy practices.

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Family literacy in preschoolers’ linguistic and metalinguistic skill development

Introduction The patient's evolution in the audiology and speech-language clinic acts as a motivator of the therapeutic process, contributing to patient adherence to the treatment and allowing the therapist to review and/or maintain their clinical therapeutic conducts. Electrophysiological measures, such as the P300 evoked potential, help in the evaluation, understanding and monitoring of human communication disorders, thus facilitating the prognosis definition in each case. Objective To determine whether the audiology and speech-language therapy influences the variation of P300 latency and amplitude in patients with speech disorders undergoing speech therapy. Methods This is a systematic review with meta-analysis, in which the following databases were searched: Pubmed, ScienceDirect, SCOPUS, Web of Science, SciELO and LILACS, in addition to the gray literature bases: OpenGrey.eu and DissOnline. The inclusion criteria were randomized or non-randomized clinical trials, without language or date restriction, which evaluated children with language disorders undergoing speech therapy, monitored by P300, compared to children without intervention. Results The mean difference between the latencies in the group submitted to therapy and the control group was −20.12 ms with a 95% confidence interval of −43.98 to 3.74 ms (p = 0.08, I2 = 25% and p value = 0.26). The mean difference between the amplitudes of the group submitted to therapy and the control group was 0.73 uV with a 95% confidence interval of −1.77 to 3.23 uV (p = 0.57, I2 = 0% and p value = 0.47). Conclusion The present meta-analysis demonstrates that speech therapy does not influence the latency and amplitude results of the P300 evoked potential in children undergoing speech therapy intervention.

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Influence of speech-language therapy on P300 outcome in patients with language disorders: a meta-analysis

Objetivo: investigar a contribuicao da consciencia fonologica e nomeacao seriada rapida para a aprendizagem inicial da escrita. Metodos: participaram do estudo 100 criancas, na faixa etaria de tres a seis anos e onze meses, matriculadas na educacao infantil de uma creche e uma escola municipal da cidade do Recife. Utilizou-se como instrumentos de avaliacao o Teste de Consciencia Fonologica, a tarefa de Nomeacao Seriada Rapida e um roteiro de avaliacao da escrita. Os dados foram transcritos e analisados conforme a estatistica descritiva e inferencial. Resultados: observou-se que o aumento da faixa etaria esta diretamente relacionado ao desenvolvimento dos niveis de consciencia fonologica, assim como com a diminuicao dos erros e do tempo para execucao das tarefas de NSR. Verificou-se que as criancas com mais de quatro anos, tiveram um desempenho em consciencia fonologica aquem do esperado para sua idade. Dentre as habilidades de consciencia fonologica, a consciencia silabica obteve melhores indices de pontuacoes, podendo-se observar grande dificuldade dos participantes nas tarefas de consciencia fonemica. Com relacao a escrita, a maioria das criancas estavam na fase pre-silabica. Foi possivel verificar correlacoes significantes entre as habilidades de consciencia fonologica com a nomeacao seriada rapida e escrita. Conclusao: a consciencia fonologica e nomeacao seriada rapida contribuem para a aprendizagem inicial da escrita, sendo importante o estimulo destas habilidades antes do ciclo de alfabetizacao, o que pode favorecer este processo e sinalizar, precocemente, eventuais problemas de aprendizagem. O baixo desempenho nas tarefas pode ser sugestivo da influencia de fatores socioeducacionais, devendo-se considerar o contexto de vida da crianca e as experiencias educativas vivenciadas na familia e escola.

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Ronildo Lima Silva

Papers

Contribuições da consciência fonológica e nomeação seriada rápida para a aprendizagem inicial da escrita