Identificação precoce para dificuldades na aprendizagem da leitura

Abstract

Objective: To analyze the strengths and limitations of studies available in the literature on screening instruments used to identify risks of reading difficulties and disorders in preschool and school children, in clinical and educational contexts (article 1) and to investigate initial evidence of validity of the Brazilian version of the SPRouT instrument for screening phonological processing in preschool and school-aged children. Method: Scoping review conducted according to the PRISMA-ScR guidelines. The search was carried out in the SciELO, PubMed, LILACS, ERIC, Google Scholar and Web of Science databases, including studies on the construction, validation and practical application of the instruments (article 1). The second study included a pilot validation stage, descriptive and analytical, carried out in a private school in Brazil with children between 4 and 8 years old, including participants with and without oral and written language complaints (article 2). Results: Initial screening of 1,173 articles identified 40 relevant studies and 32 screening instruments. The review pointed out gaps in the psychometric validation and accessibility of the instruments, which limits their application (article 1). Article 2, in turn, revealed significant negative correlations between the SPRouT and other instruments for assessing phonological processing. Conclusion: Although there are a variety of instruments for screening for reading difficulties, significant challenges, such as accessibility and psychometric validity, restrict their application in different contexts (article 1). The SPRouT, in turn, proved to be particularly effective in predicting performance in tasks associated with phonological processing, providing preliminary evidence of validity and highlighting its potential as a promising tool for the early identification of risk for reading difficulties (article 2).