Resumo

CUETOS, F.; SUAREZ-COALLA, P.; MOLINA, M. I.  e  LLENDERROZAS, M. C.. Test for the early detection of learning difficulties in reading and writing. Rev Pediatr Aten Primaria [online]. 2015, vol.17, n.66, pp.e99-e107. ISSN 1139-7632.  https://dx.doi.org/10.4321/S1139-76322015000300002.

Introduction: the diagnosis of dyslexia usually occurs several years after the literacy learning begins. By then, many dyslexic children have faced academic failure and loss of self-esteem. An early diagnosis could avoid many of these problems. Furthermore, intervention programs are more effective when applied early. Objectives: the aim of this study was to develop a test for the early diagnosis of dyslexia, based on phonological processing deficits presented by these children, and applicable to four years old children, before they face reading. Material and methods: the test consists of six subtasks with five items each, which can be passed between six and ten minutes. The six subtasks evaluate the main components of phonological processing: discrimination of phonemes, syllable segmentation, phoneme identification, repetition of pseudowords, verbal short-term memory and verbal fluency. Results: the data, obtained from a sample of 298 four years old children, show a good reliability and high construct validity of the test. Normative values are given in percentiles and cutoffs, below of which children are considered at risk of suffering dyslexia. Conclusions: the application of this simple test to children in pediatric clinics and early childhood education schools, will allow the detection of children at risk for dyslexia, in order to intervene as early as possible, before they face the literacy learning.

Palavras-chave : Dyslexia; Phonological processing; Prevention test.

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