ResumoInvestigou-se o perfi l cognitivo-linguístico de escolares com difi culdades na aquisição da linguagem escrita acrescentando-se testes específi cos em um modelo de resposta à intervenção (identifi cação e intervenção precoces do risco para transtorno de leitura). Participaram 45 escolares do 2º ano, idade média de 7 anos de ambos os gêneros, divididos em grupo controle (sem difi culdades, n = 32) e grupo de risco (com difi culdades, n = 13). Escores mais de 1,65 DP abaixo da média do grupo controle para cada teste foram considerados défi cits específi cos. Enquanto a análise de grupo apontou os prejuízos fonológicos como único fator de risco, a individual acrescentou a inatenção e a nomeação rápida como fatores causais independentes. Um modelo ampliado de resposta à intervenção que inclui a avaliação cognitiva é proposto. Palavras-chave: Avaliação, aprendizagem, cognição, leitura, escrita. AbstractThe cognitive-linguistic profi le of students with reading diffi culties was investigated by adding specifi c tests to a response to intervention model (early identifi cation and intervention for reading disorders). Forty-fi ve second graders of both sexes and mean age of 7 years were divided into control group (without reading diffi culties, n = 32) and at-risk group (with reading diffi culties, n = 13). Scores below the mean of the control group (SD > 1.65) for each test were considered as specifi c defi cits. Whereas group analysis showed phonological impairments as the only risk factor, an individual analysis added inattention and rapid naming as independent causal factors. An extended response model to the intervention, which includes cognitive assessment, is proposed.
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