Escala para rastreio de dislexia do desenvolvimento: evidências de validade e fidedignidade

Bassôa, Ana; Costa, Adriana Corrêa; Toazza, Rudineia; Buchweitz, Augusto

doi:10.1590/2317-1782/20202020042

Cited by 5 publications

(6 citation statements)

References 16 publications

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“…Word reading accuracy seemingly improved for controls and experimental group children; however, supplementary analyses indicated that such improvement was significant only for children who played GraphoGame. This corroborates existing studies that suggest that GG helps leverage word-level decoding skills [ 39 , 40 , 41 ] and improving associations between letters and sounds [ 40 , 43 ]. The differences between group means were not statistically significant, however.…”

Section: Discussionsupporting

confidence: 90%

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Well Played! Promoting Phonemic Awareness Training Using EdTech—GraphoGame Brazil—During the COVID-19 Pandemic

2022

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Early literacy skills such as alphabet knowledge and phonemic awareness are made up the foundation for learning to read. These skills are more effectively taught with explicit instruction starting inpreschool and then continuing during early elementary school years. The COVID19 pandemic school closures severely impacted early literacy development worldwide. Brazil had one of the longest school closure periods, which resulted in several children having no access to any educational activities. Education Technology (EdTech) tools can leverage access to pedagogical materials and remediate the consequences of school closure. We investigated the impact of using an early literacy EdTech, GraphoGame Brazil, to foster learning of early literacy skills during the height of COVID19 school closures, in Brazil. We carried out a quasi-experimental, pretest and posttest study with elementary school students who were taking online classes. Participants were pseudo randomly assigned to (1) an experimental group, who played GraphoGame Brazil, and to (2) an active control group, who played an EdTech that focuses on early numeracy skills. The results show a significant positive training effect on word reading accuracy associated with the use of GraphoGame for the children in the experimental group, relative to the control group. We also found statistically significant negative effect in lowercase naming for the control group. We address the consequences of COVID19 school closures, the promise of EdTech and its limitations, and discuss the issue of fostering successful early literacy instruction in countries that have struggled with teaching children to read even before the pandemic.

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Section: Discussionsupporting

confidence: 90%

“…We asked teachers to provide their assessment of the students using a screener for reading difficulties and dyslexia developed in Brazil [ 39 ]. We created an online version of the questionnaire which was e submitted by the teachers via Google forms.…”

Section: Methodsmentioning

confidence: 99%

Well Played! Promoting Phonemic Awareness Training Using EdTech—GraphoGame Brazil—During the COVID-19 Pandemic

2022

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“…The Good Readers showed adequate reading speed for their age, and the DD showed reading performance well below the expected levels for their age (Saraiva et al, 2006). A more detailed description of the DD evaluations can be found elsewhere (Bassôa et al, 2021; Buchweitz, Costa, et al, 2019; Toazza et al, 2017). The scores for reading fluency were significantly different between the groups, as expected (Table 1).…”

Section: Methodsmentioning

confidence: 99%

“…The Reading Clinic was a pro‐bono service for children aged 8–11 years who present persistent reading difficulties (Buchweitz, Costa, et al, 2019; Costa et al, 2016; Toazza et al, 2017). The Clinic was part of a larger behavioral, neuropsychological and brain imaging study of dyslexia (Bassôa et al, 2021; Buchweitz, Costa, et al, 2019; Costa et al, 2016; Toazza et al, 2017). The Clinic provided free services for diagnosis of DD for 9 years, during which time hundreds of children and families sought the multidisciplinary evaluation of reading for struggling readers, a service that is generally scarce and inaccessible outside private services, in Brazil.…”

Section: Methodsmentioning

confidence: 99%

Developmental Dyslexia and the Stress of Reading: A Social Stress Study of Neuroendocrine Response in Children

Buchweitz

Azeredo

Esper

et al. 2023

Mind Brain and Education

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Dyslexia is a neurodevelopmental disorder characterized by persistently slow and effortful reading. It is associated with core cognitive deficits in decoding words, but it also presents significant challenges associated with, for example, anxiety and stress related to academic performance. We asked, thus, whether, reading out loud would be associated with elevated stress for readers with dyslexia, relative to good readers, and we investigated stress‐related hormone response in these two groups. We carried out an acute psychosocial stress test (Trier Social Stress Test‐Children adapted for children, TSST‐C), which included a reading out loud task. We carried out a quasi‐experimental study with an experimental group of participants with Developmental Dyslexia (n = 17), and a control group, with good readers (n = 18). During the stress test, we collected six saliva samples for evaluation of two stress‐related hormones, cortisol, and adrenocorticotropic hormone (ACTH) levels. We found a main effect for group for ACTH and for cortisol levels. We also found significantly higher levels of ACTH in the dyslexic group at the end of the task, and during the post‐task recovery period. Results are discussed in the light of the less‐understood emotional impact of dyslexia, and of a recently proposed role for stress as a trigger for increased risk of development of dyslexia. Lastly, we underscore the contribution for the evidence of the emotional impact of learning disorders, especially, as is the case, from a population generally underrepresented in cognitive neuroscience research (i.e., Latin‐American children).

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“…Teachers used the Children's Reading and Writing Screening Scale (CRWSS) to evaluate students' reading and writing skills (Bassôa et al, 2021). The CRWSS employs a 4-point Likert scale across 16 items to gauge the frequency of potential difficulties in acquiring reading and writing skills in the school setting.…”

Section: Reading and Writing Skillsmentioning

confidence: 99%

Neuropsychopedagogical Motor Intervention Program Strengthening Inhibitory Control, Working Memory, and Language Abilities in Post-COVID-19 School Returnees

Cardoso,

Braga,

Loureiro

et al. 2024

JETS

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This study aimed to evaluate the effects of a neuropsychopedagogical motor intervention program (NMIP) on the cognitive functioning and academic achievement of students. 201 students aged 7 to 10 participated, randomly assigned to either the control group (103 students underwent two assessments during the NMIP period) or the experimental group (98 students underwent NMIP interspersed with two assessments). The NMIP utilized the Coordinating Methodology, focusing on motor development, executive functions, and mindfulness. It consisted of 36 sessions, each lasting 15 minutes, involving the coding and decoding of figures and colors with parts of the glass human body, implemented by the class teacher in the school setting. Cognitive functioning and academic achievement were assessed using the Children's Scale for Inhibitory Control Screening (CSICS), Neuropsychopedagogical Scale for Working Memory Screening (NSWMS), Scale for Screening Phonological Abilities (SSPA), and Children's Scale for Reading and Writing Screening (CSRWS) before and after the NMIP. The results showed significant improvements in the experimental group: ±19% (p<0.01) in CSICS, ±29% (p<0.01) in NSWMS, ±23% (p<0.01) in SSPA, and a reduction of ±52% (p<0.01) in reading and writing difficulties measured by CSRWS. Additionally, ANOVA analysis indicated superior performance (p<0.01) in cognitive functions and academic skills among children in the experimental group post-NMIP compared to those in the control group. In conclusion, the NMIP demonstrated substantial positive effects on both cognitive functioning and academic achievement in elementary school students.

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Escala para rastreio de dislexia do desenvolvimento: evidências de validade e fidedignidade

Cited by 5 publications

References 16 publications

Well Played! Promoting Phonemic Awareness Training Using EdTech—GraphoGame Brazil—During the COVID-19 Pandemic

Well Played! Promoting Phonemic Awareness Training Using EdTech—GraphoGame Brazil—During the COVID-19 Pandemic

Developmental Dyslexia and the Stress of Reading: A Social Stress Study of Neuroendocrine Response in Children

Neuropsychopedagogical Motor Intervention Program Strengthening Inhibitory Control, Working Memory, and Language Abilities in Post-COVID-19 School Returnees

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