Literacia familiar e o processamento fonológico de crianças com dificuldades de aprendizagem: explorando diferentes perspectivas socioeconômicas

Abstract

Introduction: Family literacy is a set of practices and resources related to language, reading, and writing, divided into formal and informal practices. Phonological processing involves crucial components for literacy. Both, along with family participation, are essential, especially in supporting children with learning difficulties, which is a challenge in contexts of social vulnerability. This study explores family literacy practices and phonological processing performance in children from different socioeconomic backgrounds who report learning difficulties. Method: Cross-sectional, qualitative study, approved by the ethics committee (No. 4,704,128). The study involved 20 families with children aged 6 to 8 years from socioeconomic classes A to D. Family literacy assessment was carried out using the Domestic Literacy Standards questionnaire, and phonological processing was measured using Confias, TENA, and Phonological Working Memory tests. Results: Among the family literacy practices, most caregivers reported engaging in practices to teach letters and words, but they did not engage in storytelling, reading to the child, or visiting reading environments, particularly those with lower income. The phonological processing of 45% (9) of the children was below expectations, especially in phonological awareness. Conclusion: Most families in this study engaged in more formal family literacy practices, particularly in households with higher socioeconomic levels. Children from lower socioeconomic backgrounds showed poorer results in phonological processing skills. Further studies are needed to deepen the understanding of how activities occur in families facing higher vulnerability to improve intervention strategies for learning