The Role of Emergent Literacy Assessment in Brazilian Portuguese Literacy Acquisition during COVID-19.

The contributions of emergent literacy skills to reading and writing development have been evidenced in different linguistic contexts. The worsening of the Brazil literacy scenario during the pandemic denoted the importance of a better understanding of these contributions' specificities in Brazilian Portuguese to support evidence-based mitigation strategies. This study aimed to analyze the associations between emergent literacy components (emergent writing, alphabet knowledge, vocabulary, and phonological awareness) and word/pseudoword reading and spelling performance in first grade students during COVID-19.

MAOA-LPR polymorphism and math anxiety: A marker of genetic susceptibility to social influences in girls?

Math anxiety (MA) seems to result from an interaction of genetic vulnerability with negative experiences learning mathematics. Although mathematics achievement does not substantially differ between the sexes, MA levels are usually higher in girls. Molecular genetic markers of MA vulnerability have been seldom explored.

Do boys with MAOA_LPR*2R allele present cognitive and learning impairments?

Unlabelled: Monoamine oxidase A () polymorphisms have been associated with antisocial disorders. Less attention has been paid to the cognitive functioning of individuals with different alleles. No study has described the cognitive phenotype associated with the less frequent, low enzyme activity allele, MAOA_LPR*2R.

Inattention Symptoms are Predictors of Neuropsychological Functioning in Children from 3rd and 4th Grades.

Symptoms of inattention and hyperactivity/impulsivity, arranged along a continuum, are commonly associated with neuropsychological and academic deficits, even in the general population. The aim of this study is to analyze how Attention Deficit Hyperactivity Disorder (ADHD) symptoms are associated with the performance in neuropsychological and academic abilities (phonological processing, processing speed/automatic attention, executive functions, reading, and spelling) in school-age children. The sample consisted of 216 children from 3 and 4 grades (M = 8.

Intragroup differences and similarities in performance on rapid automatized naming tasks in children with ADHD symptoms, children with reading disabilities, and controls.

Introduction Rapid automatized naming (RAN) is the ability to name, as fast as possible, symbols such as letters, digits and figures. The present study aimed to investigate intragroup performance patterns on RAN tasks in children with attention deficit hyperactivity disorder (ADHD) symptoms alone, children with reading disability (RD) alone and controls with typical development. Methods A total of 216 Brazilian children between 8 to 11 years old were selected from public schools located in two Brazilian capitals, namely Porto Alegre and Belo Horizonte, to participate in the study.

Are "cool" executive function impairments more salient in ADHD symptoms than in reading disability?

Introduction: Reading disability (RD) and Attention Deficit Hyperactivity Disorder (ADHD) symptoms often co-occur in school-age children.

Methods: The present study evaluated the performance of 216 Brazilian children from 3 and 4 grades on "cool" executive function (EF) abilities and phonological processing. The children were divided into three groups: those with ADHD symptoms only, those with RD only, and controls.