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Early identification of reading difficulties in first and second grade children

Grant number: 11/20141-2
Support type:Scholarships in Brazil - Scientific Initiation
Effective date (Start): April 01, 2012
Effective date (End): December 31, 2012
Field of knowledge:Health Sciences - Speech Therapy
Principal researcher:Ana Luiza Pereira Gomes Pinto Navas
Grantee:Carla Cabezas Nicolau
Home Institution: Faculdade de Ciências Médicas da Santa Casa de São Paulo (FCMSCSP). Fundação Arnaldo Vieira de Carvalho. São Paulo , SP, Brazil

Abstract

Some signs of difficulty in language may be early identified, in preschool, such as poor vocabulary, inadequate use of grammar and deficits in phonological processing, which include phonological awareness, phonological memory, rapid naming and so forth (Navas, 2010). Nevertheless, it is important to note that not all children with early difficulties in learning to read and write will prove to have a reading disorder, since these difficulties may be a result of inadequate school instruction, organic or social reasons. Some studies affirm that once an early difficulty is identified, early intervention improves the prognosis for these children (Simmons et al, 2008). The goal of this study is to characterize the initial stage of learning to read in first and second grade children, at the beginning and at the end of the school year. (AU)

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