A population of 1398 Canchim (CA) cattle was genotyped to assess the association of an insulin-like growth factor 1 (IGF1) gene microsatellite with phenotypic variation and estimated breeding values of pre-weaning, weaning and post-weaning growth traits. After an initial analysis, the IGF1 genotype only had a significant effect (P < 0.05) on birth weight (BW) and weaning weight adjusted to 240 days (WW240). For these two traits, direct and maternal breeding values were estimated using the restricted maximum likelihood (reml). Two analyses were carried out. In the first (Model I), all fixed effects were fitted. In the second (Model II), the fixed effect of the IGF1 genotype was omitted. The estimated genetic and phenotypic components of variance were similar for every trait in both models. For Model I, estimated direct and maternal heritabilities were 0.26 and 0.16 for BW and 0.23 and 0.14 for WW240 respectively. The genetic and phenotypic correlations between BW and WW240 were 0.38 and 0.38 (Model I) and 0.19 and 0.38 (Model II) respectively. Fifty animals were classified according to their direct and maternal breeding values for both traits. Spearman rank-order correlation between animal rankings in the two models was used to assess the effect of including the IGF1 genotype in the model. Non-significant values from this correlation were indicative of a difference in breeding value rankings between the two approaches. The IGF1 gene was found to be associated with phenotypic variation and breeding values in the early phase of growth.

Early language and reading abilities have been shown to correlate with a variety of musical skills and elements of music perception in children. It has also been shown that reading impaired children can show difficulties with music perception. However, it is still unclear to what extent different aspects of music perception are associated with language and reading abilities. Here we investigated the relationship between cognitive-linguistic abilities and a music discrimination task that preserves an ecologically valid musical experience. 43 Portuguese-speaking students from an elementary school in Brazil participated in this study. Children completed a comprehensive cognitive-linguistic battery of assessments. The music task was presented live in the music classroom, and children were asked to code sequences of four sounds on the guitar. Results show a strong relationship between performance on the music task and a number of linguistic variables. A principle component analysis of the cognitive-linguistic battery revealed that the strongest component (Prin1) accounted for 33% of the variance and Prin1 was significantly related to the music task. Highest loadings on Prin1 were found for reading measures such as Reading Speed and Reading Accuracy. Interestingly, 22 children recorded responses for more than four sounds within a trial on the music task, which was classified as Superfluous Responses (SR). SR was negatively correlated with a variety of linguistic variables and showed a negative correlation with Prin1. When analyzing children with and without SR separately, only children with SR showed a significant correlation between Prin1 and the music task. Our results provide implications for the use of an ecologically valid music-based screening tool for the early identification of reading disabilities in a classroom setting.

Current response to intervention models (RTIs) favor a three-tier system. In general, Tier 1 consists of evidence-based, effective reading instruction in the classroom and universal screening of all students at the beginning of the grade level to identify children for early intervention. Non-responders to Tier 1 receive small-group tutoring in Tier 2. Non-responders to Tier 2 are given still more intensive, individual intervention in Tier 3. Limited time, personnel and financial resources derail RTI’s implementation in Brazilian schools because this approach involves procedures that require extra time and extra personnel in all three tiers, including screening tools which normally consist of tasks administered individually. We explored the accuracy of collectively and easily administered screening tools for the early identification of second graders at risk for dyslexia in a two-stage screening model. A first-stage universal screening based on collectively administered curriculum-based measurements was used in 45 7 years old early Portuguese readers from 4 second-grade classrooms at the beginning of the school year and identified an at-risk group of 13 academic low-achievers. Collectively administered tasks based on phonological judgments by matching figures and figures to spoken words [alternative tools for educators (ATE)] and a comprehensive cognitive-linguistic battery of collective and individual assessments were both administered to all children and constituted the second-stage screening. Low-achievement on ATE tasks and on collectively administered writing tasks (scores at the 25th percentile) showed good sensitivity (true positives) and specificity (true negatives) to poor literacy status defined as scores ≤1 SD below the mean on literacy abilities at the end of fifth grade. These results provide implications for the use of a collectively administered screening tool for the early identification of children at risk for dyslexia in a classroom setting.

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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.

Brazilian listeners (N = 303) were asked to identify emotions conveyed in 1-min instrumental excerpts from Wagner’s operas. Participants included musically untrained 7- to 10-year-olds and university students in music (musicians) or science (nonmusicians). After hearing each of eight different excerpts, listeners made a forced-choice judgment about which of eight emotions best matched the excerpt. The excerpts and emotions were chosen so that two were in each of four quadrants in two-dimensional space as defined by arousal and valence. Listeners of all ages performed at above-chance levels, which means that complex, unfamiliar musical materials from a different century and culture are nevertheless meaningful for young children. In fact, children performed similarly to adult nonmusicians. There was age-related improvement among children, however, and adult musicians performed best of all. As in previous research that used simpler musical excerpts, effects due to age and music training were due primarily to improvements in selecting the appropriate valence. That is, even 10-year-olds with no music training were as likely as adult musicians to match a high- or low-arousal excerpt with a high- or low-arousal emotion, respectively. Performance was independent of general cognitive ability as measured by academic achievement but correlated positively with basic pitch-perception skills.

RESUMO -Testou-se a acurácia de atividades pedagógicas coletivas, baseadas em julgamentos fonológicos por meio do pareamento entre figuras e de figuras com palavras faladas, na identificação de escolares de risco para transtornos da atenção e da leitura em sala de aula. Quarenta e cinco escolares do 2º ano (idade média de 7 anos, 29 do gênero masculino), foram divididos em grupo controle, sem dificuldade de leitura-escrita (n=32), e grupo de risco, com dificuldade de leitura (n=13). O baixo desempenho nessas atividades, definido como os escores acima de 1,65 DP abaixo da média do grupo controle, apresentou boa sensitividade (verdadeiros positivos) e especificidade (verdadeiros negativos) na identificação precoce dos escolares de risco. Palavras-chave: dislexia, transtornos de aprendizagem, educação Early identification of attention and reading disorders in the classroomABSTRACT -In this his study the accuracy was investigated of collective pedagogical activities, based on phonological judgments by matching figures and figures to spoken words, to identify students at risk for reading and/or attention disorders. Forty-five second graders (mean age of 7 years, 29 males) were divided into two groups, a control group, without reading difficulties (n=32), and an at-risk group, with reading difficulties (n=13). The low-achievement on these collective activities, defined by scores more than 1.65 SD below the mean of the control group, presented good sensitivity (true positives) and specificity (true negatives) in the early identification of at risk students.

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