Poor school performance: an updated review

Siqueira, Cláudia Machado; Gurge-Giannetti, Juliana

doi:10.1016/s0104-4230(11)70021-5

Cited by 12 publications

(12 citation statements)

References 20 publications

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“…Poor school performance can be defined as academic achievement below the expected for a child’s chronological age, cognitive skills, and level of education. 1 It can be one of the manifestations of a learning disorder or difficulty. 2…”

Section: Introductionmentioning

confidence: 99%

Qualidade De Vida E Autopercepção De Saúde De Crianças Com Mau Desempenho Escolar

Rezende

Lemos

Medeiros

2017

Rev. paul. pediatr.

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Objective: To examine the association between quality of life and health self-perception of children with poor school performance, considering sociodemographic factors.Methods: An analytical, observational, cross-sectional study was conducted with 99 children aged 7 to 12 years receiving specialized educational assistance. Parents and legal guardians answered questions concerning the sociodemographic profile. For an assessment of the quality of life and proposed domains (autonomy, functioning, leisure, and family), the children completed the Autoquestionnarie Qualité de Vie Enfant Imagé (AUQEI) and answered a question concerning their self-perceived health. Data were analyzed using multiple linear regression, considering a 5% significance level.Results: Among the evaluated children, 69 (69.7%) male participants with mean age of 8.7±1.5, 27% self-assessed their health status as poor/very poor, and 36.4% of the children reported having impaired quality of life. As for the domains assessed by AUQEI, there was statistical significance in the associations between family with age, autonomy with economic classification, and leisure and functioning with self-perceived health. Conclusions: The quality of life of children with academic underachievement is associated with their health self-perception and sociodemographic characteristics.

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Section: Introductionmentioning

confidence: 99%

Qualidade De Vida E Autopercepção De Saúde De Crianças Com Mau Desempenho Escolar

Rezende

Lemos

Medeiros

2017

Rev. paul. pediatr.

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“…Learning is defined as the ability to acquire new skills that permit the best adaptation of an individual to the environment 2 . It is a complex process originating from structural and functional modifications of the Central Nervous System and related to the number of times a neural pathway receives a stimulus 3,4 . The school learning process requires an evolutionary dynamism based on the maturation of upper cortical areas (gnosis, praxis, language, memory, and executive functions) 3 .…”

Section: Introductionmentioning

confidence: 99%

“…The intrinsic ones refer to neurobiological changes that directly prevent an adequate development of some stage of the school learning process 2 . Among these neurodevelopmental conditions are the Specific Learning Disorder (SLD) and the Attention Deficit Hyperactivity Disorder (ADHD) 2,4 . Secondary influences, in turn, are due to conditions inherent to the child himself which indirectly interfere with learning, such as psychoemotional problems (anxiety disorder), chronic diseases, special needs of a motor or sensory nature, and others 2 .…”

Section: Introductionmentioning

confidence: 99%

Screening and diagnosis of learning disabilities/disorders - outcomes of interdisciplinary assessments

et al. 2019

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Objective: to determine the occurrence of children with poor school performance and to investigate which intrinsic influences are most prevalent among them. Methods: a total of 104 children from the 1st grade to the 5th of elementary school participated in phase 1 (selection of children with poor school performance by a standardized test and based on average grade) and 56 of them (54%) were classified as having poor school performance. In phase 2 (differential diagnosis), 35 of these 56 children underwent multidisciplinary assessments and the results were submitted to a descriptive analysis. Results: out of the 35 children who completed phase 2, 18 (51%) were diagnosed with mood disorder (2 - 6% depression; 16 - 45% anxiety disorder/signs), 14 (40%) showed attention deficit disorder and hyperactivity, 1 (3%) showed specific language disorder and 1 (3%) showed specific learning disorder. Among the most prevalent changes in reading/writing/arithmetic dysortography (19 children - 54%) and the presence of non-literate children (10 - 29%) were observed. Conclusions: more than a half of the school-age children studied had learning deficits in written language and/or arithmetic, and the most prevalent intrinsic variables were internalizing disorders and the attention deficit/hyperactivity one.

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“…The student who does not develop this visual-motor integrative skill may present difficulties to write, that is, issues concerning the quality of writing, thus damaging school progress and favoring the appearance of emotional, behavioral, and learning problems (3) . In international (10,11) and national (12,13) literature, the relationship between dyslexia, learning disabilities, and changes in fine and gross motor coordination has been described, as well as the relationship between visual-motor perception and reading development of students with these learning disabilities. Throughout the years, the literature (14,15) has also described that one of the neurological conditions that compromises the VMI is the attention deficit hyperactivity disorder (ADHD).…”

Section: Introductionmentioning

confidence: 99%

Percepção viso-motora de escolares com Transtorno do Déficit de Atenção com Hiperatividade

Germano

Pinheiro

Okuda

et al. 2013

CoDAS

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OBJETIVO: Caracterizar e comparar as habilidades de percepção viso-motoras de escolares com Transtorno do Déficit de Atenção com Hiperatividade (TDAH) com escolares com bom desempenho acadêmico. MÉTODOS: Participaram deste estudo 40 escolares na faixa etária de 7 anos a 10 anos e 8 meses, do 2º ao 5º ano do Ensino Fundamental de escolas públicas, divididos em GI (20 escolares com diagnóstico interdisciplinar de TDAH) do gênero masculino (100%) e GII (20 escolares com bom desempenho escolar), pareados com o GI em idade, escolaridade e gênero. Os escolares foram submetidos ao Teste Evolutivo de Percepção Visual (DTVP-2). RESULTADOS: Os escolares de GI apresentaram desempenho inferior na função de posição no espaço e closura visual (motricidade reduzida) e equivalente de idade inferior para percepção de motricidade reduzida em relação ao GII. CONCLUSÃO: As dificuldades em percepção viso-motora apresentadas pelos escolares de GI podem ser atribuídas não a um déficit primário, mas a um fenômeno secundário à desatenção que interfere de forma direta em seu desempenho de percepção viso-motora.

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Poor school performance: an updated review

Cited by 12 publications

References 20 publications

Qualidade De Vida E Autopercepção De Saúde De Crianças Com Mau Desempenho Escolar

Qualidade De Vida E Autopercepção De Saúde De Crianças Com Mau Desempenho Escolar

Screening and diagnosis of learning disabilities/disorders - outcomes of interdisciplinary assessments

Percepção viso-motora de escolares com Transtorno do Déficit de Atenção com Hiperatividade

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