Phonological remediation effects on a child with giftedness and developmental dyslexia.

Twice-exceptionality is characterized as the presence of high performance concomitantly with deficiencies or incompatible conditions. An example is when giftedness manifest associated with neurodevelopmental disorders. This study is a clinical case report referring to the evaluative and interventional process of a 9- year-old child with the paradoxical combination of giftedness associated with dyslexia.

Impact of reading intervention on the phonological awareness of children with autism spectrum disorder: a systematic review and meta-analysis.

Purpose: To review studies that have intervention in reading with impacts on phonological awareness in children with autism spectrum disorder.

Research Strategies: Searches took place until February 2021 in Cochrane, Embase, ERIC (Education Resources Information Center), LILACS (Latin American and Caribbean Health Sciences Literature), PubMed/Medline, Scopus, Web of Science and gray literature databases.

Selection Criteria: The review included experimental studies with preschoolers and schoolchildren with ASD.

Characterization of the phonological system in low-income Brazilian preschoolers.

Purpose: The purpose of this study is to characterize the phonological skills of low-income preschool children in a city in the Natal in the Northeast, Brazil.

Methods: The researchers assessed the phonological skills of 90 children (from 5 to 6:11) in early childhood education in three public schools located in regions of social and economic vulnerability. The evaluators used the phonology subtests of the Test of Childhood language (ABFW) children's language test.

Learning impacts on elementary education students during physical and social distancing due COVID-19.

The social and physical isolation caused by COVID-19 changed the world's educational reality. This article aimed to identify publications in the world literature that report the impacts of such isolation on the learning process of children and adolescents in elementary education. The results showed that among the fourteen studies analyzed, there is an alert to the students in situations of social vulnerability, with the worse repercussions on girls at risk for early pregnancy and overload of domestic work, as well as academic losses due to the absence of food in the school context of those who depends on the school to survive.

Creativity and its relationship with intelligence and reading skills in children: an exploratory study.

Creativity, intelligence, and reading skills such as phonological awareness and decoding in reading can be critical to academic success, especially during childhood. Thus, this study aimed to characterize creativity, intelligence, phonological awareness, and reading decoding and verify possible relationships between creativity and these skills. The sample consisted of 75 children divided between the 1st, 2nd, and 3rd grades of municipal public schools in the Brazilian context.

Application of a vocabulary screening instrument for children between 3- and 7-years-old: a pilot study.

Purpose: to describe the performance of children between three and seven years of age in using an expressive and receptive screening instrument.

Methods: the sample consisted of 133 children between 3 and 7 years of age, without diagnoses of neurodevelopmental disabilities or disorders. The screening was performed with the TRILHAR instrument, which includes receptive and expressive vocabulary skills.

Validity evidence based on response processes of the TRILHAR - screening tool for infant vocabulary.

Purpose: To verify the validity evidence based on response processes of a vocabulary-screening tool.

Methods: This is a descriptive, cross-sectional and quantitative study, applied in a sample of 133 children between 3 and 7 years of age, divided into five groups, according to their age range. This research evaluates the instrument TRILHAR, which is a screening of receptive and expressive vocabulary, composed by ten activities for each age range.

Behavior Problems and Depressive Symptoms in Developmental Dyslexia: Risk Assessment in Brazilian Students.

Objective: To investigate if students with developmental dyslexia (DD) have more behavior problems and depressive symptoms than students without learning difficulties.

Method: Participants were 61 students, aged 7-14 years, including 31 with interdisciplinary DD diagnosis and 30 without learning disabilities. We collected data from parents, using the children's behavior checklist (CBCL), and from students, using the children's depression inventory (CDI).