Nalom Ana Flávia de Oliveira, Schochat Eliane
Faculdade de Medicina da Universidade de São Paulo - FMUSP - São Paulo (SP), Brasil.
Codas. 2020 Nov 20;32(6):e20190193. doi: 10.1590/2317-1782/20202019193. eCollection 2020.
To characterize the performance of 5th grade students from public and private elementary schools in auditory processing, receptive vocabulary, and reading comprehension.
The study sample was composed of 34 Elementary School (5th grade) students: 16 from public school (PubG) and 18 from private school (PrivG), whose parents and teachers responded to questionnaires on their language development, socioeconomic level, and academic performance. The auditory skills of figure-ground, association between auditory and visual stimuli, figure-ground for linguistic sounds, binaural integration, temporal ordering, and temporal resolution were assessed using the following auditory behavioral instruments: Pediatric Speech Intelligibility (PSI) test, Dichotic Digits Test (DDT), Auditec® Frequency Pattern Test (FPT), and Gaps-in-Noise (GIN) test. Receptive vocabulary and reading comprehension were evaluated using the TVF-usp and PROLEC tests, respectively.
Statistically significant differences were observed between the socioeconomic level of students in both schools. Although the results obtained in the applied tests were within the reference values in both groups, there was a tendency to higher scores in the PrivG. Differences between the groups were also verified in the DDT and FPT. Values similar to normality were obtained in the temporal resolution and reading comprehension assessments. On the vocabulary test, most school children in the PrivG were concentrated in the 'high' and 'middle' categories, whereas those in the PubG were in the 'middle' and 'low' categories.
There are differences in performance between students from private and public schools. Public school children presented right ear advantage in the dichotic task, whereas private school children showed more efficient mechanisms and strategies regarding auditory stimuli for the tasks of binaural integration, temporal ordering, and interhemispheric transfer. Temporal resolution reached values expected for the adult population in both groups. Better vocabulary performance was observed in the most economically favored children. Elementary School (5th grade) students from both school networks present developed reading.
对公立和私立小学五年级学生在听觉处理、接受性词汇和阅读理解方面的表现进行特征描述。
研究样本由34名小学（五年级）学生组成：16名来自公立学校（公立组），18名来自私立学校（私立组），他们的家长和教师回答了关于其语言发展、社会经济水平和学业成绩的问卷。使用以下听觉行为工具评估听觉技能，包括图形-背景分辨、听觉与视觉刺激关联、语言声音的图形-背景分辨、双耳整合、时间排序和时间分辨：儿科言语清晰度（PSI）测试、双耳数字测试（DDT）、Auditec®频率模式测试（FPT）和噪声间隙（GIN）测试。分别使用TVF-usp和PROLEC测试评估接受性词汇和阅读理解。
两所学校学生的社会经济水平存在统计学上的显著差异。尽管两组在应用测试中获得的结果均在参考值范围内，但私立组有得分更高的趋势。两组在DDT和FPT中也存在差异。在时间分辨和阅读理解评估中获得了与正常情况相似的值。在词汇测试中，私立组的大多数学童集中在“高”和“中”类别，而公立组的学童则在“中”和“低”类别。
私立和公立学校的学生在表现上存在差异。公立学校儿童在双耳任务中表现出右耳优势，而私立学校儿童在双耳整合、时间排序和半球间传递任务的听觉刺激方面表现出更有效的机制和策略。两组的时间分辨均达到了成人预期的值。在经济条件较好的儿童中观察到更好的词汇表现。两个学校网络的小学（五年级）学生都表现出良好的阅读能力。
