Neuropsychological and environmental predictors of reading performance in Brazilian children

Lima, Melina; Piccolo, Luciane da Rosa; Basso, Fabiane Puntel; Júlio-Costa, Annelise; Lopes-Silva, Júlia Beatriz; Haase, Vítor Geraldi; Salles, Jerusa Fumagalli de

doi:10.1080/21622965.2019.1575737

Cited by 9 publications

(5 citation statements)

References 78 publications

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“…At first, we wanted to determine if RAN is a predictor for word reading accuracy and word reading fluency when controlling LK and PA in a regular orthography. Our results indicate RAN as a predictor of both aspects of reading, accuracy, and fluency, consistent with those of other studies (Lima et al, 2019;Norton & Wolf, 2012). RAN is a significant predictor especially for languages with high spelling regularity, as is the case with Romanian children (David et al, 2018;Fricke et al, 2016;Georgiou et al, 2008;Kirby et al, 2010;Moura et al, 2015;Norton & Wolf, 2012;Papadopoulos et al, 2016).…”

Section: Discussionsupporting

confidence: 92%

Word Reading Accuracy as a Mediator for Fluency

Tiron

Gherguț

Roșan

et al. 2022

RREM

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This paper aims to test the predictive role of nonword reading abilities (accuracy and fluency) and rapid naming (RAN) over word reading fluency. Letter knowledge (LK) and phonological awareness (PA) for literacy were accounted for as control factors due to their ceiling effects. We test the direct impact of the main predictors and their indirect outcomes by controlling for word reading accuracy. To this end, 206 children participated and completed measures for nonword reading abilities, rapid naming, word reading accuracy, fluency, and letter knowledge, and phonological awareness. The results show that RAN and nonword reading accuracy are direct predictors of word reading accuracy. Word reading fluency is significantly associated with rapid naming. The effect of RAN, nonword reading accuracy, nonword reading fluency on word reading fluency is partially mediated by word reading accuracy. We discuss the practical implications.

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Section: Discussionsupporting

confidence: 92%

Word Reading Accuracy as a Mediator for Fluency

Tiron

Gherguț

Roșan

et al. 2022

RREM

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“…However, other versions of the ASK presented similar results, which may lead us to suppose that perhaps this is a limitation of the tool and not of the Brazilian version, specifically. The questionnaire was applied to patients in a public hospital in Brazil, where the socioeconomic level of the people did not allow self‐application, due to the questions' understanding difficulty (Lima et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…In Brazil, it is a common practice to administer PROMs as a baseline interview base in clinical practice and research (Martinez et al, 2016). Due to disparities in written text comprehension among people with poor socio‐economical backgrounds (Lima et al, 2020), intra‐ and inter‐evaluator reliability was performed to enhance trust in the results (Martinez et al, 2016). Inter‐evaluator reliability was measured by applying the Brazilian Portuguese version of ASK on two occasions, by two different evaluators, and with an interval of at least 1 h between applications.…”

Section: Methodsmentioning

confidence: 99%

Translation, cross‐cultural adaptation, validity and reliability of the Brazilian Portuguese version of Activity Scale for Kids questionnaire

Oliveira

Balau

Arrebola

et al. 2022

Child

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Background: The Activity Scale for Kids (ASK) assesses the physical disability of children (5 to 15 years old) with neurological, orthopaedic or rheumatic diseases. The objective of this study was to translate and cross-culturally adapt the ASK for Brazilian Portuguese and assess the validity and reliability of the instrument.Methods: A total of 67 children and adolescents with musculoskeletal, neurological or rheumatic diseases participated in the study. We evaluated the comprehension of the pre-final version of the questionnaire in 24 participants and reliability and validity in the other 43 participants. The translation and adaptation of ASK to Brazilian Portuguese followed guidelines from previous studies. The validity of the Brazilian Portuguese version of the ASK was verified through Spearman's correlation with the Pediatric Quality of Life Inventory™ Version 4.0 (PedQL). Intraclass correlation coefficient verified inter-and intra-evaluator reliability, while internal consistency was assessed using Cronbach's alpha. Scores were used to assess the standard error of the mean and minimal detectable change. Results:The Brazilian Portuguese version of the ASK presented excellent reliability, internal consistency, agreement and moderate correlation with PedsQL (0.522, P < 0.001) between ASK performance and PedsQL; 0.537, P < 0.001 between ASK capacity and PedsQL. Conclusion:The Brazilian Portuguese version of the ASK has good validity and reliability and may be used by professionals and researchers to assess the functioning of children and adolescents with disabilities. K E Y W O R D S adolescent, patient reported outcome measures, paediatrics, questionnaire 1 | INTRODUCTION Disability is a broad term that includes activity limitations and restrictions of a person and refers to the interaction between the health condition, the environment and personal aspects. The global estimate of children and adolescents with disabilities is approximately 150 million (World Health Organization & World Bank, 2011), with Brazil having approximately 12.4 million people; 4.4% are children and adolescents (from 0 to 17 years old), and 1.0% present physical disabilities (Malta et al., 2016). Physical Disabilities in children and adolescents occur mainly due to non-transmissible chronic diseases, such as rheumatic, neurological

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“…To our knowledge, there is no national evaluation of DD, or an evaluation with a representative sample that would allow for establishing an average age at DD diagnosis in Brazil. However, studies report diagnosing patients old as 12 years, and working with participants who were diagnosed only at an adult age (Basso et al, 2017; Germano et al, 2009; Lima et al, 2020; Navas et al, 2017).…”

Section: Discussionmentioning

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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Neuropsychological and environmental predictors of reading performance in Brazilian children

Cited by 9 publications

References 78 publications

Word Reading Accuracy as a Mediator for Fluency

Word Reading Accuracy as a Mediator for Fluency

Translation, cross‐cultural adaptation, validity and reliability of the Brazilian Portuguese version of Activity Scale for Kids questionnaire

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

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