Early identification of reading problems: preliminary study with students of 1st grade
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Coorientador
Pós-graduação
Curso de graduação
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Editor
Elsevier B.V.
Tipo
Trabalho apresentado em evento
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Acesso aberto
Resumo
This study aimed to elaborate a procedure for early identification reading problems and to identify predictive variables for students of 1st grade. 206 students aged 6: 0 to 7: 11 years old were assessed by a procedure developed, contemplated with seven cognitive-language skills (knowledge of the alphabet, phonological awareness, working memory, rapid automatic naming, visual attention, reading words and non-words, understanding of words and phrases from pictures). The results showed statistically significant differences, showing that all students had lower performance comparing obtained with expected score in all skills. After regression analysis, the predictive variables were reading words, working memory and phonological awareness. (C) The Authors. 2015 Published by Elsevier Ltd.
Descrição
Palavras-chave
Learning Difficulties, Early Identification, Assessment
Idioma
Inglês
Citação
International Conference On New Horizons In Education, Inte 2014. Amsterdam: Elsevier Science Bv, v. 174, p. 1351-1355, 2015.
