Angélica Galindo Carneiro Rosal|Ana Augusta de Andrade Cordeiro|António Roazzi|Bianca Arruda Manchester de Queiroga
Cognitive-linguistic performance of schoolchildren in the literacy cycle in the public school context: universal screening
Universidade Federal de Pernambuco|Universidade Federal de Pernambuco|Universidade Federal de Pernambuco
abstract objective characterize linguisticcognitive performance schoolchildren literacy cycle order identify children risk learning disorders public school context methods study involved 88 children aged 6 8 years enrolled first second third year elementary education two schools city recife pernambuco brazil procedure used cognitivelinguistic skills evaluation protocol collective individual versions applied analysis groups performed statistical nonparametric kruskalwallis test p lt005 results students submitted individual version presenting poor performance collective version protocol thus application collective version sufficient identify children risk learning disorders thus indication individual assessment individual version students 1st year showed lower performance subtests make instrument whereas 2nd 3rd years average performance also deserves attention according instrument evaluation results one expected age school year may consequence poor learning opportunities within outside school also significant differences function schooling advance revealing cognitivelinguistic skills precursors reading writing learning process greater leap development end literacy cycle third year reveals significant delay terms learning conclusion low performance observed cognitivelinguistic abilities schoolchildren hinders early identification children risk learning disorders questions quality educational opportunities experienced students inside outside public school factors regional differences language linguistic context need considered interpretation tests evaluate cognitivelinguistic abilities