Ordenação temporal e competência leitora de palavras e pseudopalavras: estudo preliminar

Abstract

Purpose Analyze the association of simple and complex auditory temporal ordering skills with reading competence tasks in students. Methods Pilot phase of a cross-sectional study conducted with a non-probabilistic sample of 22 schoolchildren aged eight to ten years. Instruments for evaluation of reading competence tasks and simple and complex auditory temporal ordering abilities were used. Results Most participants obtained adequate results in the tests of simple auditory temporal ordering (SATO) and reading competence (RC), but inadequate results in the test of complex auditory temporal ordering (CATO). The association of reading competence with temporal processing showed no statistical significance. Conclusion The study evidenced the importance to conduct more robust studies on the theme and the viability of data collection in the school scenario.

Processamento auditivo central e processos de leitura em crianças e adolescentes: revisão integrativa

“…Of the 46 studies selected for this review, 58.6% were international studies, 17 corresponded to cross-sectional observational studies, 4 experimental, 7 longitudinal, 2 exploratory, 14 control cases and 2 cohort. Another relevant data is that only 6 studies (19)(20)(21)(22)(23)(24) did not perform comparisons between groups (Chart 1). In other words, these studies were carried out with children regularly enrolled in educational institutions (19)(20)(21)23,24) , or with children suspected of central auditory processing disorder (22) .…”

“…Another relevant data is that only 6 studies (19)(20)(21)(22)(23)(24) did not perform comparisons between groups (Chart 1). In other words, these studies were carried out with children regularly enrolled in educational institutions (19)(20)(21)23,24) , or with children suspected of central auditory processing disorder (22) . The other studies compared 2 (26)(27)(28)(29)(30)(31)(32)34,(36)(37)(38)(39)(40)(41)(42)(43)45,49,51,(54)(55)(56)(57)(58)61) , 3 (25,33,44,(46)(47)(48)50,52,53,59,60) or 5 (62) study groups.…”

“…Regarding the design of studies, it was observed that most of them presented cross-sectional designs (10,19,20,22,24,25,(27)(28)(29)(30)(31)(32)(33)(34)37,38,49), followed by studies with case-control designs (39,(43)(44)(45)50,51,(53)(54)(55)(56)(58)(59)(60)(61) .…”

“…Among the studies selected for the present integrative review, a large part had as their settings the clinic or ambulatory of the educational institution. Several studies (19)(20)(21)23,24,31,36,39,40,45,(49)(50)(51)(52)(53)(54)(55)57,60) had, at least, part of the data collection carried out in the school where the participants were enrolled. Nine studies (22,32,(41)(42)(43)48,58,59,61) lacked the reference to the place of data collection.…”

Association between the auditory profile and speech-language-hearing diagnosis in children and adolescents

“…The auditory processing is commonly screened with ASPA 8 , which is sensitive to predict changes in auditory processing. When problems in the skills related to this assessment are verified, it is quite likely that behavioral tests, with more complex tasks, will also have changes 19 . ASPA 8 assesses the temporal ordering (which refers to the capacity to analyze acoustic events through time) and sound localization skills (which depend on the differences in intensity or time of the perceived acoustic stimuli) 2 .…”