Learning to read is a complex process that requires formal education and development of specific capabilities. Some skills can be assessed before the start of the literacy process and has been shown to be predictors of learning. The competent reading involves decoding, visual recognition, fluency and comprehension. Among the predictive abilities stand out rapid naming and phonological awareness. Studies have sought to analyze the predictive effect of rapid automatic naming and phonological awareness in reading development. Thus, rapid automatized naming has been correlated with the comprehension and reading fluency. Already phonological awareness is a measure that has been correlated with subsequent precision in reading ability and phonological decoding. These two skills are described as essential components for the development of effective reading and found to be affected in developmental dyslexia, these losses being explained through the theory of the double deficit. Therefore, the aim of the study 1 is the first to establish the predictive effect of rapid automatic naming and phonological awareness in reading and writing tasks in Brazilian Portuguese through longitudinal study; and compare the performance between public and private schools. Participated 70 children of public and private schools. The aim of study 2 will compare the performance of children and adolescents with and without developmental dyslexia in the rapid automatic naming Test (NAR), the Phonological Awareness Test and reading tests; and check the predictive effect of rapid automatized naming and phonological awareness in reading and writing performance of participants with dyslexia. Participated in the study 20 dyslexic children and adolescents and 20 controls. Correlations between the tests will be conducted, regression and analysis of variance in order to establish the cognitive profiles and check the predictive effect of reading and writing skills.
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