Early screening of reading and writing difficulties in the first grade: a pilot study
Triagem precoce de dificuldades de leitura e escrita no primeiro ano: um estudo piloto
Angela von Fritsch; Nathane Sanches Marques Silva; Maura Ligia Sanchez
Abstract
Purpose: to investigate the effectiveness of an early identification screening based on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) test, 6th edition, to early identify first graders at risk of dyslexia.
Methods: the sample comprised 34 children assessed at two moments - the screening was conducted while they were in the first grade, while a word dictation was used when they were in the second grade. The data were analyzed with Pearson’s correlation test, linear regression analysis, and ANOVA, with a p-value ≤ 0.05.
Results: the results provide evidence that agrees with other studies in that children with signs of risk of dyslexia differ from children with typical development in terms of less phonological skills and that these differences are already present at the beginning of the literacy process.
Conclusion: the early screening allows for the identification of the risk factors for dyslexia, making it possible to implement preventive and personalized phonological skills training to make the literacy process easier.
Keywords
Resumo
Objetivo: investigar a eficácia de uma triagem de identificação precoce baseada no teste Dibels 6th Edition, a fim de identificar precocemente crianças do primeiro ano escolar com risco para Dislexia.
Métodos: a amostra foi constituída por 34 crianças avaliadas em dois momentos, sendo a triagem realizada enquanto estavam no primeiro ano do ensino fundamental e um ditado de palavras quando estavam no segundo ano. Para a análise dos dados foram aplicados os testes de Correlação de Pearson, Análise de Regressão Linear e ANOVA com valor de p≤0,05.
Resultados: os resultados forneceram evidências convergentes com outros estudos de que crianças com sinais de risco para Dislexia diferem das crianças com desenvolvimento típico em termos de reduzida habilidade fonológica e que essas diferenças já estão presentes no início do processo de alfabetização.
Conclusão: a triagem de identificação precoce permite a identificação dos fatores de risco para Dislexia, tornando possível implementar treino preventivo e personalizado de habilidades fonológicas que facilitará o processo de alfabetização.
Palavras-chave
Referencias
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Submitted date:
05/08/2020
Accepted date:
11/05/2021
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