Pontifícia Universidade Católica de São Paulo, São Paulo, SP, Brazil.
Pontifícia Universidade Católica de São Paulo, São Paulo, SP, Brazil.
Braz J Otorhinolaryngol. 2023 Jan-Feb;89(1):104-113. doi: 10.1016/j.bjorl.2021.10.004. Epub 2021 Nov 15.
Learning disability has a significant relevance and can generate negative social impacts on the future of an individual if not corrected in time. Phoniatrics is an area of otorhinolaryngology responsible for evaluating, diagnosing, and referring these cases for therapy and/or complementing the multidisciplinary diagnosis.
To evaluate in school-aged children the association between the application of a set of tests used in the phoniatric assessment and complaints of academic difficulties. To identify which tests would show the main association with academic performance when applied individually.
Blind, cross-sectional study, subdivided into 4 stages. In the 1st stage, 66 children in the third year of elementary school were submitted to the set of tests of skills applied by the phoniatrician; in the 2nd stage, the physician asked the educators about complaints of academic difficulties regarding the students; in the 3rd stage the students' Portuguese language school grade was obtained and in the 4th stage an analysis was made between the data.
The educator identified complaints of academic difficulties in 27.2% of the 66 students. There was a statistically significant association between academic difficulties and the following tests of skills: dictation of words and pseudowords, dictation of words, dictation of pseudowords, rhyming, phonemic synthesis, and in the reading test; fluency, intonation and comprehension of the text and morals were analyzed in the reading test. In the multivariate logistic regression analysis, the tests selected to comprise the final model, showing greater association with the academic difficulty complaint were: dictation of words, intonation in reading and comprehension of the morals of the story.
The tests identified as the most relevant in identifying academic difficulties were dictation of words, intonation in reading and comprehension of the morals of the story. However, the other tests that were part of the phoniatric consultation allowed the observation of the individual and their functioning abilities, leading to a better assessment of the case, regarding aspects not directly related to the pedagogical one.
学习障碍如果不及时纠正，会对个人的未来产生重大影响，并会产生负面影响。语音病理学是耳鼻喉科学的一个领域，负责评估、诊断和转介这些病例进行治疗和/或补充多学科诊断。
在学龄儿童中评估一套用于语音评估的测试与学业困难投诉之间的关联。确定在单独应用时哪些测试与学业成绩有主要关联。
盲法、横断面研究，分为 4 个阶段。在第 1 阶段，66 名小学三年级学生接受了语音医生应用的技能测试组；在第 2 阶段，医生询问了教育者关于学生的学业困难投诉；在第 3 阶段获得了学生的葡萄牙语学校成绩，在第 4 阶段对数据进行了分析。
教育者在 66 名学生中有 27.2%识别出学业困难的投诉。学业困难与以下技能测试之间存在统计学上的显著关联：单词和伪词的听写、单词听写、伪词听写、押韵、音素合成，以及阅读测试；在阅读测试中分析了流畅性、语调、文本理解和道德。在多变量逻辑回归分析中，选择纳入最终模型的测试，与学业困难投诉显示出更大关联的测试是：单词听写、阅读语调以及故事道德理解。
被确定为识别学业困难最相关的测试是单词听写、阅读语调以及故事道德理解。然而，语音咨询中包含的其他测试允许观察个体及其功能能力，从而更好地评估案例，涉及与教学方面不直接相关的方面。
