Reading and writing errors at lexical level from 2nd to 4th grade of Primary School.

• Grant number: 25/00481-6
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: April 01, 2025
• End date: December 31, 2025
• Field of knowledge: Health Sciences - Speech Therapy
• Principal Investigator: Clara Regina Brandão de Avila
• Grantee: Tayná Silva Andrade
• Host Institution: Escola Paulista de Medicina (EPM). Universidade Federal de São Paulo (UNIFESP). Campus São Paulo. São Paulo , SP, Brazil

Abstract

The acquisition of reading and writing is a critical milestone in the development of language and written communication in children during the early years of primary education. At this stage, they learn the foundations of written language. The literature indicates that reading and writing errors are common at the beginning, but tend to decrease as children master the rules of decoding and encoding. However, no studies have been found that explore whether reading and writing errors are related throughout primary education. The aim of this study is to identify potential correlations between lexical-level reading and writing errors over the school years in primary education. A retrospective, cross-sectional study with quantitative analysis will be conducted. The sample will consist of results from 109 assessments protocols from students from a public school and 88 from a private school, enrolled from 2nd to 4th grade, drawn from an anonymized database. The assessments of word reading and word dictation will be analyzed, and the errors will be classified as either phonological or orthographic. The error typology found in both reading and writing will be analyzed independently by two researchers to obtain an inter-rater agreement index. Data will be analyzed using descriptive and inferential statistics. To verify the correlation between types of errors in reading and writing, Pearson's correlation test will be applied. A significance level of 0.05 will be adopted for this study.Keywords: child, reading, handwriting, mental processes, primary education