Speech disorders and grade retention in elementary
Distúrbios de fala e dificuldades de aprendizagem no ensino fundamental
Bárbara Niegia Garcia de Goulart; Brasília M. Chiari
Abstract
Purpose: to verify the prevalence of speech sound disorders (SSD) and its association to grade retention.
Methods: 1,810 children, randomly selected and regularly registered in the 1st grade of Elementary Public Schools have been submitted to a speech sound disorder screening test (TERDAF). Data related to age and history of grade retention of the children elected to this study were collected in the school records after being authorized by children's parents. Association between SSD and grade retention were calculated by prevalence ratio and its 95% confidence interval.
Results: children with SSD had more chances to grade retention when compared to those without this (PR 1.3; 95% CI: 1.1 - 1.5). The prevalence of SSD in this sample was 25%, taking into account the values of sensitivity and specificity of the screening test used. It was also verified that children with SSD have 1.3 times the risk to present history of grade retention, when compared to children without such disorders.
Conclusion: the prevalence of SSD when the phonological acquisition must have been established denotes that such cluster is more prevalent than what literature is used to pointing out once few population epidemiologic studies concerning human communication are carried through.
Keywords
Resumo
Objetivo: verificar a associação entre distúrbios de fala e repetência escolar.
Métodos: uma amostra aleatória de 1.810 crianças regularmente matriculadas na 1ª série do ensino fundamental de escolas públicas foram submetidas a um teste de rastreamento de distúrbios de fala (TERDAF). Os dados referentes à idade e ao histórico de repetência das crianças foram coletados nos registros da escola. A associação entre distúrbios de fala e repetência escolar foram calculadas pela razão de prevalência e intervalo de confiança 95%.
Resultados: a prevalência de distúrbio de fala nesta amostra foi de 25%, considerando os valores de sensibilidade e especificidade do teste de triagem utilizado. Também foi verificado que as crianças com distúrbios de fala possuem 1,3 vezes (IC 95% 1,1-1,5) o risco de apresentar história de repetência, quando comparadas aos seus pares sem distúrbio de fala. O risco de repetência atribuível ao distúrbio de fala foi de 6,2.
Conclusão: o distúrbio de fala entre crianças que frequentam a primeira série do ensino fundamental apresenta alta prevalência e está associado com dificuldades de aprendizagem que venham a resultar em repetência escolar, mesmo quando na ausência de dificuldade auditiva detectável.
Palavras-chave
Referencias
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Submitted date:
23/10/2012
Accepted date:
03/06/2013
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