Effects of dialogic reading for comprehension (LuDiCa) on the social interaction of autistic adolescents and their peers

Abstract Background In today's contemporary world, relationships take a prominent role in the lives of adolescents. However, challenges related to mutual understanding and a lack of inclusive environments can often lead to autistic teens feeling excluded. Objective In order to assess the impact of naturalistic interventions on interpersonal relationships, we conducted an experimental test utilizing Dialogic Reading for Comprehension (LuDiCa) in online reading circles with groups comprising both autistic and neurotypical adolescents. Our focus was on exploring its relevance for enhancing social interaction, particularly in terms of conversational acts, sharing experiences, initiations, and questions. Methods Five autistic and five neurotypical students between 11 and 15 years old from a public school in Brasilia, Federal District, participated. We paired groups A and B (made up of trios of teenagers) and groups C and D (made up of pairs) in a multiple baseline design per reading group, in which all groups went through the baseline conditions (BL), intervention (LuDiCa) and maintenance. Results LuDiCa increased the frequency of conversational acts of both autistic participants and neurotypical peers. In addition, the intervention favored initiations, questions, and sharing experiences, through the shared activity of reading and talking about a work of fiction. Participants rated the intervention in relation to the platform, the book, the reading facilitator, and interaction with peers. We discuss the potential of the facilitator's role in favoring interactions and the potential of LuDiCa as a joint activity for the engagement of adolescents. We also include suggestions for future research focused on the online context and discuss some limitations of the LuDiCa intervention. Conclusion In summary, our study offers initial experimental evidence demonstrating the positive impact of LuDiCa on social interaction behaviors among both autistic and neurotypical adolescents within an inclusive setting.

Impact of educational intervention on understanding health recommendations after liver transplantation / El impacto de una intervención educativa sobre la comprensión de las recomendaciones sanitarias stras un trasplante de hígado / Impacto de intervenção educativa na compreensão sobre recomendações para saúde após transplante de fígado

ABSTRACT Objectives: to evaluate the impact of educational intervention on understanding health recommendations after liver transplantation. Methods: randomized and prospective clinical trial, with 68 liver transplant recipients in two institutions. The level of understanding was assessed using a statement agreement scale and the understanding score was classified. Chi-square test was used to compare groups. Results: the level of understanding was reasonable in 77.9% of patients, 73.5% in the Control Group and 82.3% in the Intervention Group (p=0.399). For topics covered after educational action, there were more than 80% correct answers regarding nutrition, frequent hydration, usage and function of immunosuppressants. However, there were less than 10% correct answers regarding hand hygiene, contact with animals and crowds of people. The use of the patient's audio, visual and tactile resources led to improved understanding of skin care (p=0.014). Conclusions: the level of understanding acquired regarding health recommendations was only reasonable.

RESUMEN Objetivos: evaluar el impacto de una intervención educativa sobre la comprensión de las recomendaciones sanitarias tras un trasplante de hígado. Métodos: se trata de un ensayo clínico prospectivo aleatorizado con 68 pacientes trasplantados de hígado de dos instituciones. Se evaluó el nivel de conocimiento mediante una escala de acuerdo con las afirmaciones y se clasificó la puntuación de la comprensión. Se utilizó la prueba de chi-cuadrado para comparar los grupos. Resultados: el nivel de comprensión fue razonable en el 77,9% de los pacientes, con el 73,5% del Grupo de Control y el 82,3% del Grupo de Intervención (p=0,399). En cuanto a los temas tratados tras la actividad educativa, más del 80% tenía conocimiento sobre alimentación, hidratación frecuente, uso y función de los inmunosupresores. Sin embargo, hubo menos de un 10% de respuestas correctas sobre la higiene de las manos, el contacto con animales y las aglomeraciones de personas. La utilización de los recursos auditivos, visuales y táctiles del paciente mejoró la comprensión del cuidado de la piel (p=0,014). Conclusiones: el nivel de comprensión adquirido sobre las recomendaciones sanitarias fue solo razonable.

RESUMO Objetivos: avaliar o impacto de intervenção educativa na compreensão sobre recomendações para saúde após transplante de fígado. Métodos: ensaio clínico randomizado prospectivo, com 68 transplantados de fígado em duas instituições. Avaliou-se o nível de compreensão por meio de escala de concordância de afirmativas e classificou-se o escore de compreensão. Utilizou-se teste qui-quadrado para comparação dos grupos. Resultados: o nível de compreensão foi razoável em 77,9% dos pacientes, sendo 73,5% no Grupo Controle e 82,3% no Grupo Intervenção (p=0,399). Para temas abordados após ação educativa, houve mais de 80% de acertos sobre alimentação, hidratação frequente, uso e função do imunossupressor. Entretanto, houve menos de 10% de acertos sobre higienização das mãos, contato com animais e aglomerações de pessoas. A utilização dos recursos áudio, visual e tátil do paciente ocasionou melhora na compreensão sobre cuidado com a pele (p=0,014). Conclusões: o nível de compreensão adquirido às recomendações para saúde foi apenas razoável.

La lectura en el aula en dos asignaturas de la escuela secundaria: un estudio comparativo / Reading in the classroom in two secondary school subjects: a comparative study / La lecture en classe dans deux enseignements du secondaire: une étude comparative / A leitura na sala de aula em duas disciplinas do ensino médio: um estudo comparativo

Resumen: Este trabajo se propone un análisis comparativo de las actividades de lectura en dos asignaturas del primer año de la educación secundaria argentina: Prácticas del Lenguaje (PDL) y Ciencias Sociales (CS). Se grabaron en audio ocho clases, cuatro de cada uno de los espacios curriculares. Se analizaron de acuerdo con propuestas teóricas preexistentes que permiten segmentar las observaciones en diferentes unidades, caracterizar los tipos y funciones de lecturas y las estrategias promovidas. En las sesiones de PDL fue más frecuente la lectura como actividad típica de aula y se realizó poniendo en juego mayor variedad de estrategias que en CS. La lectura colectiva genuina mental predominó en PDL, mientras que en CS prevaleció la lectura por parte de las profesoras con comentarios. Los resultados permiten introducir reflexiones relativas a las intervenciones docentes en materia de lectura según la asignatura escolar y los distintos desafíos que supone su enseñanza.

Abstract: This study aims to perform a comparative analysis of reading activities in two first-year subjects of secondary school in Argentina: Prácticas del Lenguaje (PDL) [Language and Literature (LAL)] and Ciencias Sociales (CS) [Social Studies (SS)]. Eight lessons were audio-recorded, four from each study area. They were analyzed in accordance with pre-existing theoretical proposals, which made it possible to segment the observations into different units, characterize the types and functions of readings and the strategies promoted. In Language and Literature, reading was a more frequent classroom activity and was carried out with a greater variety of strategies than in Social Studies. Genuine mental collective reading prevailed in Language and Literature, whereas teachers' reading with comments prevailed in Social Studies. The results lead to reflections on different teaching interventions in reading practices according to the school subject and the different challenges involved in teaching them.

Résumé : Cet article propose une analyse comparative des activités de lecture dans deux enseignements de la première année de l'enseignement secondaire argentin : Pratiques du langage (PDL) et Sciences sociales (CS). Huit classes ont été enregistrées en audio, quatre de chacun des espaces du programme. On a analysé selon des propositions théoriques préexistantes qui permettent de segmenter les observations en différentes unités, caractériser les types et fonctions de lectures et les stratégies promues. Dans les sessions PDL, la lecture fût plus fréquente comme activité typique de la classe et elle s'est réalisée en utilisant une plus grande variété de stratégies que dans CS. La véritable lecture collective mentale prédomina en PdL, mais en CS c'est la lecture par les enseignants avec des commentaires qui a prévalu. Les résultats permettent d'introduire des réflexions sur les interventions pédagogiques concernant la lecture selon l'enseignement scolaire, et les différents enjeux que leur enseignement comporte.

Resumo: Este trabalho propõe uma análise comparativa das atividades de leitura em duas disciplinas do primeiro ano do ensino médio argentino: Prática de Linguagem (PDL) e Ciências Sociais (CS). Gravaram-se em áudio oito aulas, quatro de cada um dos espaços curriculares. Analisaram-se de acordo com as propostas teóricas preexistentes as quais permitem segmentar as observações em diferentes unidades, caracterizar os tipos e funções de leituras e as estratégias promovidas. Nas sessões de PDL foi mais frequente a leitura como atividade típica de sala de aula e se realizou investindo a maior variedade de estratégias que nas CS. A leitura coletiva genuína mental predominou na PDL, enquanto que nas CS prevaleceu a leitura por parte das professoras com comentários. Os resultados permitem introduzir reflexões relativas às intervenções docentes em matéria de leitura segundo a disciplina escolar, e os distintos desafios que supõe seu ensino.

Material didáctico para el desarrollo de la competencia comunicativa audio-oral en la educación médica de posgrado

Fundamento: El conocimiento del inglés como el idioma empleado globalmente en diversos sectores, se ha convertido, junto a las tecnologías de la información y las comunicaciones, es una herramienta de formación, trabajo y entretenimiento indispensable; el dominio de este posibilita las relaciones de cooperación e intercambio de profesionales del sector de la salud en varios países. Objetivo: Diseñar un material didáctico para el desarrollo de la competencia comunicativa audio-oral en inglés en estudiantes de posgrado de la carrera de Medicina, mediante el empleo de tecnologías de la información y la comunicación. Metodología: Se realizó una investigación de desarrollo con enfoque mixto en la Universidad de Ciencias Médicas de Holguín durante el período marzo-julio de 2022. Se asumió el método dialéctico materialista como concepción general de la investigación y se emplearon otros del nivel teórico: histórico-lógico, análisis y síntesis e inducción deducción, sistémico-estructural-funcional y revisión documental; empíricos: encuesta, entrevista y observación participativa. Resultados: Las principales dificultades estuvieron relacionadas con el insuficiente tratamiento de la competencia comunicativa audio-oral en inglés, se constató la importancia de la misma dentro del proceso de enseñanza-aprendizaje del inglés, pues establece las pautas generales que se deben seguir para una comunicación efectiva y se instituye desde una mirada holística del acto comunicativo del profesional. Conclusiones: Los especialistas valoraron el material como adecuado por su estructura y factibilidad para su implementación. Después de su aplicación se evidenció su efectividad en la consolidación del aprendizaje en este nivel educacional a través de la preparación idiomática.

Background: Knowledge of English as the language used globally in various sectors, has increasingly become, together with information and communications technologies, an indispensable training, work and entertainment tool in the current era. Its domain enables cooperation relations and exchange of professionals in the health sector in various countries. Objective: To design a didactic material for the development of audio-oral communicative competence in English in postgraduate medical students, through the use of Information and Communication Technologies (ICT). Methods: A development research with a mixed approach was carried out at the Holguín University of Medical Sciences during the period March-July 2022. It was assumed the dialectical materialist method as the general conception of the research and others of the theoretical level: historical- logical, analysis and synthesis and induction deduction, systemic-structural-functional and documentary review; empirical: survey, interview and participatory observation. Results: The main difficulties were related to an insufficient treatment of audio-oral communicative competence in English, it was confirmed its importance within the teaching-learning process of English, since it establishes the general guidelines that must be followed for an effective communication. Moreover, it is instituted from a holistic view of the professional communicative act. Conclusions: The specialists assessed the material as adequate due to its structure and feasibility for its implementation. After its application, it was evidenced its effectiveness in consolidating learning in this educational level through language training.

Hacia la objetividad en la valoración ética: legibilidad como parte de la comprensión de los formatos de consentimiento informado / Towards objectivity in ethical assessment: legibility as part of informed consent form comprehension

Resumen Antecedentes: Se describe la experiencia sobre la legibilidad de los formatos de consentimiento informado (FCI) del Comité de Ética en Investigación del Instituto Nacional de Cancerología de México. Objetivo: Evaluar la legibilidad de una muestra seleccionada aleatoriamente de FCI sometidos para revisión entre el 1 de marzo de 2022 y el 31 de marzo de 2023. Se determinó el número de páginas, el tiempo que el lector invierte para leer el texto y el grado de escolaridad necesario para comprenderlo. Resultados: Más de la mitad de FCI de investigaciones internas mostraron ser algo o muy difíciles de leer, la escolaridad necesaria para comprenderlos fue hasta de 9.9 años y el tiempo de lectura fue corto. Los textos de los FCI de investigaciones internacionales multicéntricas estuvieron dirigidos a un nivel escolar promedio de 5.5 años y tuvieron una legibilidad normal. La mayor parte de los ensayos externos requiere un tiempo de lectura superior a los 60 minutos por FCI. Conclusión: Es necesario disponer de herramientas que den objetividad a la evaluación de los FCI en investigación por parte de los comités de ética y sean indicadores de su comprensión, tales como la legibilidad de los documentos.

Abstract Background: The experience on informed consent form (ICF) readability at the Research Ethics Committee of the National Institute of Cancerology of Mexico (INCan) is described. Objective: To evaluate the readability of a randomly-selected sample of ICFs submitted for review between March 1, 2022 and March 31, 2023. The number of pages, the time the reader takes to read the text and the level of education necessary to understand it were determined. Results: More than half the ICFs from internal investigations were shown to be somewhat or very difficult to read; the level of education required to understand them was up to 9.9 years, and the reading time was short. The ICF texts from international multicenter investigations were aimed at an average education level of 5.5 years and had normal readability. Most ICFs from external trials require a reading time of more than 60 minutes per ICF. Conclusion: It is necessary to have tools that provide objectivity to the evaluation of ICFs under investigation by ethics committees, which should be indicators of their comprehension, such as readability of the documents.

Funciones ejecutivas y comprensión lectora en estudiantes de educación primaria en Lima - Perú

Las funciones ejecutivas y la comprensión de lectura son temas poco estudiados desde sus elementos asociativos. En particular, la primera variable, desde la educación primaria, no es tema que haya requerido un nivel amplio de profundización. De esta forma, los estudiantes de educación primaria van adquiriendo diversas estrategias a lo largo de su formación por lo que se espera que en el IV ciclo de EBR puedan emplearlas para el desarrollo de diversas capacidades como las de comprender textos. Esta situación ha determinado que se describa la relación entre dos variables de investigación para tomar acción educativa en este grupo de estudio en particular. El alcance correlacional, dentro de lo cuantitativo. Se aplicaron dos instrumentos: una Escala EFECO y una Evaluación de comprensión lectora ACL-4 aplicados a 110 estudiantes de 4to grado de educación primaria. Se concluyó que no existe relación (p ≥ 0,05) entre estas. Esto es estadísticamente significativo con un p-valor = -0,077. En tal sentido, los estudiantes, si bien reciben el aprendizaje de las estrategias de las funciones ejecutivas como parte del desarrollo de las sesiones del docente, estas no tienen relación con el desarrollo de su competencia lectora debido al poco estímulo que reciben.

Executive functions and reading comprehension correspond to topics little studied from their associative elements. In particular, the first variable, from primary education, is not a subject that has required a broad level of deepening. In this way, primary education students acquire various strategies throughout their training, so it is expected that in the IV cycle of EBR they will be able to use them for the development of various capacities such as understanding texts. This situation has determined that the relationship between two research variables be described in order to take educational action in this particular study group. The correlational scope, within the quantitative, has served so that, with the application of two instruments: an EFECO Scale and an ACL-4 Reading Comprehension Assessment applied to 110 students of 4th grade of primary education. It was concluded that there is no relationship (p ≥ 0.05) between them. This is statistically significant with a p-value = -0.077. In this sense, the students, although they receive the learning of the strategies of the executive functions as part of the development of the teacher's sessions, these are not related to the development of their reading competence due to the little encouragement they receive.

As funções executivas e a compreensão leitora correspondem a temas pouco estudados a partir de seus elementos associativos. Em particular, a primeira variável, desde o ensino primário, não é um tema que tenha exigido um nível de aprofundamento alargado. Desta forma, os alunos do ensino básico adquirem várias estratégias ao longo da sua formação, pelo que se espera que no IV ciclo da EBR consigam utilizá-las para o desenvolvimento de várias capacidades como a compreensão de textos. Essa situação determinou que a relação entre duas variáveis de pesquisa fosse descrita para a realização de ações educativas nesse grupo específico de estudo. O escopo correlacional, dentro do quantitativo, serviu para que, com a aplicação de dois instrumentos: uma Escala EFECO e uma Avaliação da Compreensão de Leitura ACL-4 aplicada a 110 alunos da 4ª série do ensino fundamental. Concluiu-se que não há relação (p ≥ 0,05) entre eles. Isso é estatisticamente significativo com um valor p = -0,077. Nesse sentido, os alunos, embora recebam o aprendizado das estratégias das funções executivas como parte do desenvolvimento das sessões do professor, estas não estão relacionadas ao desenvolvimento de sua competência leitora devido ao pouco incentivo que recebem.

Percepción de la Kinesiterapia posterior a la Pandemia SARS-CoV-2 en Grupo de Médicos y Médicas de una Institución de Salud Chilena / Physiotherapy perception during SARS-CoV-2 pandemic

Introducción. La kinesiología es una profesión que busca identificar, maximizar la calidad de vida y potencial de movimiento; para prevenir, tratar o intervenir, habilitando y rehabilitando a las personas. Esta contribuye al bienestar físico, psicológico, emocional y social de las personas. En Chile, los kinesiólogos son parte fundamental del equipo de salud interprofesional. Es por esto que conocer la percepción que tienen los médicos sobre el que hacer kinesiológico es fundamental. Objetivo. Hasta el momento, no existe información al respecto, por lo que el objetivo de este estudio es identificar la percepción del estamento médico, sobre la kinesiología, en una de las principales instituciones de salud en Chile. Métodos. Para esto se planteó un estudio de carácter mixto, al incluir análisis cualitativo y cuantitativo. Aplicando una encuesta online, con preguntas tipo likert y preguntas de desarrollo, al estamento médico de la Red de Salud UC Christus, que evaluó la percepción de dichos profesionales sobre el quehacer de los kinesiólogos(as) durante la pandemia. La recolección de datos se llevó a cabo durante los meses de mayo a diciembre del 2021. Resultados. A través del análisis cualitativo del estudio, la pandemia por COVID-19 visibilizó la importancia de kinesiólogas y kinesiólogos, mejorando la impresión en grupo médico manifestándose en el aumento de derivación. Optimizando la percepción del trabajo kinesiológico dentro del equipo multidisciplinario de salud en el centro de salud encuestado. De las respuestas cuantitativas no se identificaron resultados significativos. Conclusión. este es un primer abordaje sobre el conocimiento del trabajo de los kinesiólogos(as) por parte del equipo médico en población chilena. Tras este estudio queda expuesta la importancia de que el equipo de salud conozca de mejor manera la profesión de kinesiología, en beneficio del paciente y del óptimo desempeño en un equipo multidisciplinario.

Background. Physiotherapy is a profession that seeks to identify and maximize the quality of life and movement potential; to prevent, treat or intervene, enabling and rehabilitating people. This contributes to the physical, psychological, emotional and social well-being of people. In Chile, physiotherapists are fundamental part of the interprofessional health team. This is why knowing the perception that doctors have about physiotherapists doing is fundamental. Objetive. Up to now, there is no information in this regard, so the objective of this study is to identify the perception of the medical establishment, on physiotherpy, in one of the main health institutions in Chile. Methods. A cross-sectional descriptive study was proposed. Applying an online survey to the medical establishment of a health centre, which evaluated the perception of these professionals about the work of physiotherapists during the pandemic. Data collection was carried out during the months of May to December 2021. Results. The Covid 19 pandemic optimized the perception of physiotherapist work within the multidisciplinary health team at the surveyed health center. Conclusion. this is a first approach on the knowledge of the work of physiotherapists by the medical team in the Chilean population. After this study, the importance of the health team knowing the kinesiology profession better is exposed, for the benefit of the patient and optimal performance in a multidisciplinary team.

Estrategias de aprendizaje y comprensión lectora en estudiantes de educación artística / Learning strategies and reading comprehension in art education students / Estratégias de aprendizagem e compreensão leitora em estudantes de arte-educação

Las estrategias de aprendizaje y la comprensión de lectura representan temas urgentes de revisión en el nivel educativo, lo es dentro de la educación básica y superior; sin embargo, con diferencias específicas, en el ámbito de la educación artística aún han sido poco exploradas. Así pues, los estudiantes de educación superior privilegian los aprendizajes relacionados al fortalecimiento de su talento o actividad artística de diversas manifestaciones artístico culturales, a la par que reciben una educación integral que permita la contribución con su perfil de egreso (pedagogos del arte). Esta situación ha determinado que se describa la relación entre dos variables de investigación para tomar acción educativa en este grupo de estudio en particular. El alcance correlacional, dentro de lo cuantitativo, ha servido para que, con la aplicación de dos instrumentos: una escala de estrategias de aprendizaje (ACRA) y una prueba que mide el nivel de comprensión lectora en 64 alumnos de arte en educación superior, se concluya que no existe relación (p ≥ 0,05) entre estas. Esto es estadísticamente significativo con un p-valor = ,617. En tal sentido, los estudiantes, si bien reciben el aprendizaje de las estrategias, no tienen relación con el desarrollo de su competencia lectora dada su escasa práctica.

Learning strategies and reading comprehension represent urgent review issues at the educational level, it is within basic and higher education; however, with specific differences, in the field of artistic education they have still been little explored. Thus, higher education students privilege learning related to strengthening their talent or artistic activity of various cultural artistic manifestations, while receiving a comprehensive education that allows the contribution to their graduation profile (art pedagogues). This situation has determined that the relationship between two research variables is described in order to take educational action in this particular study group. The correlational scope, within the quantitative, has served so that, with the application of two instruments: a scale of learning strategies (ACRA) and a test that measures the level of reading comprehension in 64 art students in higher education, conclude that there is no relationship (p ≥ 0.05) between them. This is statistically significant with a p-value = .617. In this sense, the students, although they receive the learning of the strategies, are not related to the development of their reading competence given their little practice.

Estratégias de aprendizagem e compreensão de leitura representam questões urgentes de revisão no nível educacional, seja na educação básica e superior; porém, com diferenças específicas, no campo da educação artística ainda são pouco exploradas. Assim, os estudantes do ensino superior privilegiam as aprendizagens relacionadas com o reforço do seu talento ou atividade artística de diversas manifestações artísticas culturais, ao mesmo tempo que recebem uma formação integral que permite contribuir para o seu perfil de formação (pedagogos da arte). Essa situação determinou que a relação entre duas variáveis de pesquisa seja descrita para a ação educativa nesse grupo de estudo específico. O escopo correlacional, dentro do quantitativo, serviu para que, com a aplicação de dois instrumentos: uma escala de estratégias de aprendizagem (ACRA) e um teste que mede o nível de compreensão leitora em 64 estudantes de arte do ensino superior, concluímos que há nenhuma relação (p ≥ 0,05) entre eles. Isso é estatisticamente significativo com um valor de p = 0,617. Nesse sentido, os alunos, embora recebam o aprendizado das estratégias, não se relacionam com o desenvolvimento de sua competência leitora dada sua pouca prática.

An application of cognitive diagnostic models in the evaluation of reading comprehension in Chilean university students

Introduction: Reading Comprehension skills are fundamental to the academic performance of university students. These abilities are not innate; therefore, systematic training is required before entering university. The main objective of this study was to evaluate the reading comprehension skills of Chilean University Students. Method: A sample of 579 students participated in the study, responding to four texts that comprise the Reading Comprehension Strategies for University Students (ELCU). An automated platform was used to apply and correct the test with immediate results and feedback. The tool allowed the use of a broad and representative sample of the various regions of Chile. The ELCU was developed using a cognitive diagnostic assessment (CDA) considering cognitive, metacognitive and linguistic strategies. The ana-lyses were performed using two different approaches: The Linear Logistic Test Model (LLTM) and the deterministic inputs, noisy "and" gate (DINA) model. Results: The rejection of the LLTM implies that the strategies do not differ in cognitive complexity (difficulty) while the adequate goodness of fit to the DINA model allows to characterise the students according to their reading abilities. Conclusion: The ELCU test provides reliable and valid information on the reading comprehension ability and metacognitive awareness of university students.

Introducción: Las habilidades de comprensión lectora son fundamentales para el rendimiento académico de los estudiantes universitarios. Estas habilidades no son innatas; por tanto, se requiere una formación sistemática antes de ingresar a la universidad. El objetivo principal de este artículo fue evaluar las habilidades de comprensión lectora de estudiantes universitarios chilenos. Método: En el estudio participó una muestra de 579 estudiantes que respondieron cuatro textos que componen las Estrategias de Comprensión Lectora para Estudiantes Universitarios (ELCU). Se utilizó una plataforma automatizada para aplicar y corregir la prueba con resultados y retroalimentación inmediatos. La herramienta permitió utilizar una muestra amplia y representativa de las distintas regiones de Chile. ELCU fue desarrollado mediante evaluación diagnóstica cognitiva (CDA) considerando estrategias cognitivas, metacognitivas y lingüísticas. Los análisis se realizaron mediante dos aproximaciones diferentes: The Linear Logistic Test Model (LLTM) y the Deterministic Inputs, Noisy "and" Gate (DINA) model. Resultados: El rechazo al modelo LLTM implica que las estrategias no difieren en complejidad cognitiva mientras que la adecuada bondad de ajuste al modelo DINA permiten caracterizar a los estudiantes según sus habilidades lectoras. Conclusión: La prueba ELCU permite obtener información confiable y válida sobre la capacidad de comprensión lectora y la conciencia metacognitiva de los estudiantes universitarios.

Análisis de las Intervenciones de Bebés de 9 Meses durante la Lectura Compartida / Analysis of the Interventions of 9 Month-old Babies during Shared Storybook Reading

Resumen La lectura compartida es frecuente en la infancia. Sin embargo, la participación de infantes menores de un año en esta actividad ha sido poco explorada. Este trabajo describe y analiza las intervenciones de bebés de 9 meses en la lectura conjunta materno-infantil en hogares argentinos. Transcribimos y analizamos filmaciones realizadas por 10 madres. Clasificamos las intervenciones en: acción responsiva o espontánea; vocalización responsiva o espontánea; acción responsiva + vocalización; acción espontánea + vocalización. Los bebés realizaron mayoritariamente acciones espontáneas (con o sin vocalizaciones). Luego, clasificamos las acciones (con o sin vocalizaciones) en: convencionales (pasar la página, señalar) o manipulativas (morder, sacudir los libros); otras no orientadas (tomar otro objeto, mirar fuera del escenario). Encontramos que las acciones fueron principalmente manipulativas. Finalmente, clasificamos las acciones en: inespecíficas (morder el libro, sacudirlo) u orientadas (intentar agarrar los objetos representados). Predominaron las acciones inespecíficas. Los hallazgos muestran bebés sensoriomotores en exploración. Sin embargo, algunas intervenciones revelaron también un incipiente desarrollo simbólico al usar los libros convencionalmente y reconocer las imágenes como objetos simbólicos. La lectura compartida es un escenario en el que se accede a diversos sistemas de representación (imágenes, números, letras), permitiendo desarrollar tempranamente un potencial simbólico en contextos sociales relevantes.

Abstract Shared reading is a significant and frequent activity in early childhood. However, the interventions in this kind of activities by babies and infants under one-year have been little explored. The main objective of this work was to describe 9-month-old babies' interventions in reading situations with their mothers at Argentinian homes. The focus of the analysis was babies' actions during reading with their mothers. Ten mothers filmed shared reading sessions with their babies. Then we transcribed and analyzed babies' interventions in three levels. First, we classified the interventions in: responsive action, spontaneous action, responsive vocalization, spontaneous vocalization, responsive action + vocalization, spontaneous action + vocalization. Isolated vocalizations were rare. The babies performed mostly spontaneous actions (with or without vocalizations). Responsive actions were less frequent (with or without vocalizations). Second, we classified babies' actions (with or without vocalizations) in 1-conventional, like turn the page, point to the book, put the book in reading position, 2-manipulative, like bite, shake, put the book in the mouth, open and close the book, try to grab/suck/ touch objects represented in pictures, 3- other actions- actions not oriented to books, like shake another object present in the interaction or looking to some object or person outside the scene. We found that babies' actions were mainly manipulative. Finally, we categorized manipulative actions in 1- unspecific actions, like bite, shake, put the book in the mouth, open and close the book, and 2- pictures-oriented ones, like try to grab, suck, touch objects present in pictures. Unspecific actions predominated. Findings show sensory motor babies in exploration. Nevertheless, the presence of conventional actions and picture-oriented actions are signs of an incipient symbolic development. That is, babies use books conventionally and recognize pictures as symbolic objects. In sum, shared reading is one of the richest scenarios for early symbolic development. In this context babies and children access to diverse representational systems (words, pictures, numbers, letters). This activity allows children to development their symbolic potential in relevant social contexts.

Comprensión del consentimiento informado por parte de los pacientes de la Facultad de Odontología de la Universidad de Costa Rica / Understanding of informed consent by patients at the Faculty of Dentistry of the University of Costa Rica

Introducción: El consentimiento informado es el resultado de la evolución de la relación entre las personas profesionales de la salud y sus pacientes o usuarios donde el principio de autonomía está por encima de cualquier otra cosa. Existen muchos artículos sobre el consentimiento informado pero ninguno de los estudios encontrados evaluó si los pacientes realmente lo comprenden. El objetivo de esta investigación fue determinar el nivel de comprensión del consentimiento informado por parte de los pacientes de la Clínica de Exodoncia y Cirugía de la Facultad de Odontología de la Universidad de Costa Rica, en el período agosto a septiembre del 2022, mediante un cuestionario que permitiera correlacionar la comprensión con el nivel de escolaridad. Materiales y métodos: Se realizó un cuestionario a 100 personas dividido en dos partes, una sobre datos sociodemográficos y la otra para establecer la comprensión del consentimiento informado y determinar si el grado de escolaridad tenía relación con la comprensión de este. Resultados: El grupo entre 20 y 30 años fue el mayor, de estos el 51% tuvo estudios universitarios, y aunque la mayoría (98%) refirió conocer el concepto de consentimiento informado, únicamente el 33 % obtuvo las respuestas correctas a las preguntas clínicas realizadas. Conclusiones: A pesar de que los pacientes refieren conocer qué es el consentimiento informado los resultados sugieren una comprensión poco clara de conceptos importantes como complicaciones o reacciones adversas inmediatas o tardías producidas por el efecto de los tratamientos odontológicos o procedimientos quirúrgicos.

Introduction: Informed consent is the result of the evolution of the relationship between health professionals and their patients or users where the principle of autonomy is above anything else. There are many articles on informed consent but none of the studies found assessed whether patients really understand it. The objective of this research was to determine the level of understanding of informed consent by the patients of the Clinic of Oral Surgery of the Faculty of Dentistry of the University of Costa Rica, in the period August to September 2022, by means of a questionnaire that would allow correlating the understanding with the level of schooling. Materials and methods: A questionnaire was administered to 100 people divided into two parts, one on sociodemographic data and the other to establish the understanding of informed consent and to determine whether the level of schooling was related to the understanding of the same. Results: The group between 20 and 30 years of age was the largest, of these 51% had university studies, and although the majority (98%) referred to knowing the concept of informed consent, only 33% obtained the correct answers to the clinical questions asked. Conclusions: Even though patients refer to knowing what informed consent is the results suggest an unclear understanding of important concepts such as complications or immediate or late adverse reactions produced by the effect of dental treatments or surgical procedures.

Spatial language understanding and expression in children with autism: a study of “(go/come) to” sentence in Chinese / 中国康复理论与实践

Objective To investigate the characteristics of spatial orientation language comprehension and expression behavior ofchildren with autism. MethodsA three-ladder test was designed to test the comprehension and expression of "(go/come) to" sentences, including general subject-predicate sentences, conjunctive-predicate sentences with displacement purposes, and conjunctive-predicate sentences with displacement modes. March to June, 2022, the test was conducted on 17 children with autism from a special education school and 17 healthy children matched the scores of Peabody Picture Vocabulary Test-Chinese revised from a kindergarten. The typical errors were analyzed for children with autism. ResultsThe main effects of sentence ladders (F > 3.718, P < 0.05) and children groups (F > 8.782, P < 0.001) were significant on comprehension and expression of sentences, while the performance was poor for the complex sentences and for the children with autism. The common types of errors in expression were missing components, mixed sentences, autonomous sentences, inaccurate wording, inconsistent content, blending errors and non-response. The numbers and the distribution of error types were quite different from the children with autism to the healthy children. ConclusionChildren with autism are more difficult to understand and express "(go/come) to" sentences, mainly manifested in a higher error frequency and more kinds of error.

Validation of Blood Transfusion Risk Scores (TRACK and TRUST) in a Cardiac Surgery Service in Brazil

ABSTRACT Introduction: Transfusion of red blood cells is recurrent in cardiac surgery despite the well-established deleterious effects. Identifying patients with higher chances of requiring blood transfusion is essential to apply strategic preventive measures to reduce such chances, considering the restricted availability of this product. The most used risk scores to predict blood transfusion are the Transfusion Risk and Clinical Knowledge (TRACK) and Transfusion Risk Understanding Scoring Tool (TRUST). However, these scores were not validated for the Brazilian population. The objective of this study was to assess the accuracy of TRACK and TRUST scores in estimating the need for postoperative transfusion of red blood cell concentrates (TRBCC) after cardiac surgery. Methods: A clinical retrospective study was conducted using the database of a Brazilian reference service composed of patients operated between November 2019 and September 2021. Scores were compared using Mann-Whitney U test. Hosmer-Lemeshow goodness of fit test assessed calibration of the scores. Accuracy was assessed using the area under the receiver operating characteristic curve (AUC). All analyses considered a level of significance of 5%. The study was approved by the research ethics committee (CAAE 55577421.4.0000.5201). Results: This study assessed 498 patients. Only the TRACK score presented good calibration (P=0.238; TRUST P=0.034). AUC of TRACK was 0.678 (95% confidence interval 0.63 to 0.73; P<0.001), showing a significant accuracy. Conclusion: Between the scores analyzed, only the TRACK score showed a good calibration, but low accuracy, to predict postoperative TRBCC after cardiac surgery.

Estratégias para favorecer a compreensão do termo de consentimento pelos participantes de ensaios clínicos: revisão integrativa / Strategies to favor comprehension of the consent form by clinical trial participants: an integrative review / Estrategias para facilitar la comprensión del formulario de consentimiento por parte de los participantes en ensayos clínicos: una revisión integradora

Objetivo: analisar as estratégias utilizadas para favorecer a compreensão de participantes de pesquisas clínicas sobre o termo de consentimento livre e esclarecido, bem como, as bases teóricas em que se apoiam. Métodos: revisão integrativa da literatura realizada no ano de 2019 e atualizada em 2021 em seis bases de dados eletrônicas, adicionada de busca reversa a partir das referências dos artigos incluídos. Resultados: dos 21 artigos selecionados, foram identificadas estratégias de mudanças no conteúdo, da forma de apresentação do termo de consentimento, bem como estratégias multimodais. As estratégias identificadas relacionam-se, em sua maioria, ao referencial tradicional de aprendizagem e resultaram em melhor compreensão por parte dos indivíduos que estavam em processo de obtenção do consentimento para participar de ensaios clínicos, em comparação com as estratégias usuais, mas, para a maioria o patamar de compreensão manteve-se abaixo de 60,0%. Conclusões: as estratégias resultaram na melhora da compreensão geral, porém, com persistência da incompreensão ou compreensão limitada de conceitos fundamentais inerentes à participação em pesquisas clínicas, reforçando que o processo de obtenção do consentimento é um fenômeno complexo e que requer atenção especial dos pesquisadores, na busca de garantir a compreensão adequada das informações, garantindo, de fato, a tomada de decisão esclarecida.

Objective: to analyze the strategies used to favor the comprehension of clinical trial participants about the informed consent form, as well as the theoretical bases on which these are based. Methods: integrative literature review performed in 2019 and updated in 2021 in six electronic databases, plus a reverse search based on references of the included articles. Results: strategies of changing the content and the form of presentation of the consent form, as well as multimodal strategies were identified in the 21 selected articles. The identified strategies are mostly related to the traditional learning framework and resulted in a better understanding by individuals in the process of obtaining consent to participate in clinical trials, compared to the usual strategies. For the most part, the level of comprehension remained below 60.0%. Conclusions: the strategies resulted in an improvement in general understanding, although with persisting misunderstanding or limited understanding of fundamental concepts inherent to participation in clinical trials, reinforcing that the process of obtaining consent is a complex phenomenon that requires special attention from researchers, in the quest to ensure proper understanding of information, and an actually informed decision-making.

Objetivo: analizar las estrategias utilizadas para favorecer la comprensión de los participantes en la investigación clínica sobre el formulario de consentimiento informado, así como las bases teóricas en las que se fundamentan. Métodos: revisión bibliográfica integradora realizada en 2019 y actualizada en 2021 en seis bases de datos electrónicas, además de búsqueda inversa a partir de las referencias de los artículos incluidos. Resultados:de los 21 artículos seleccionados, se identificaron estrategias para modificar el contenido y la forma de presentación del formulario de consentimiento, así como estrategias multimodales. Las estrategias identificadas estaban relacionadas en su mayoría con el marco de aprendizaje tradicional y dieron lugar a una mejor comprensión por parte de las personas que estaban en proceso de obtener el consentimiento para participar en ensayos clínicos, en comparación con las estrategias habituales, pero para la mayoría de ellas el nivel de comprensión se mantuvo por debajo del 60%. Conclusiones: las estrategias resultaron en una mejora de la comprensión general, sin embargo, con la persistencia de incomprensión o comprensión limitada de conceptos fundamentales inherentes a la participación en la investigación clínica, reforzando que el proceso de obtención del consentimiento es un fenómeno complejo que requiere especial atención por parte de los investigadores, en la búsqueda de garantizar la adecuada comprensión de la información, asegurando, de hecho, la toma de una decisión informada

Reading and comprehension: Phoniatric assessment in students with reading difficulties

Abstract Introduction: Reading is a highly refined skill that encompasses two main components: decoding graphic symbols and understanding the written message. These aspects generally develop together, but reading comprehension is a much more complex process, sustained not only by the identification of written words and vocabulary but also by language systems, such as syntax and general knowledge. Although there is a well-established technique for performing the Phoniatric assessment, there is no common use of tests that assess reading comprehension or the association of this information with other assessment data. Objective: The objective of this study is, in the context of the Phoniatric consultation, to evaluate the reading and retelling in children with relevant reading difficulties and to correlate the decoding and comprehension problems with the alterations observed in auditory and visual perceptual tests, pointing out the evidence that best contributed to the differential diagnosis of these subjects. Methods: Starting from a population of 301 children enrolled in the 4th and 5th grades of elementary school, 13 children with evident reading and writing difficulties were evaluated regarding the reading and retelling tasks and separated into groups according to the problem of decoding, fluency, and comprehension. Reading performance was correlated with the performance in visual and auditory perceptual tests and based on the similarity analysis, the tests considered to be the most relevant in the diagnosis process of these children were identified. Result: The results suggest that the tasks: naming of figures, repetition of numbers in reverse order, figure copying, syllabic synthesis, phonemic synthesis, rhyme, and phonemic manipulation altogether contribute to diagnosis and multidisciplinary intervention aspects. Conclusion: Some tasks are more relevant to the diagnostic process of children with complaints of learning difficulties in reading.

Are prosodic effects on sentence comprehension dependent on age? / Os efeitos prosódicos na compreensão de frases variam de acordo com a idade?

ABSTRACT Purpose to investigate prosodic boundary effects on the comprehension of attachment ambiguities in Brazilian Portuguese and to test two hypotheses relying on the notion of boundary strength: the absolute boundary hypothesis (ABH) and the relative boundary hypothesis (RBH). Manipulations of prosodic structure influence how listeners interpret syntactically ambiguous sentences. However, the role of prosody in spoken language comprehension of sentences has received limited attention in languages other than English, particularly from a developmental perspective. Methods Twenty-three adults and 15 children participated in a computerized sentence comprehension task involving syntactically ambiguous sentences. Each sentence was recorded in eight different prosodic forms with acoustic manipulations of F0, duration and pause varying the boundary size to reflect predictions of the ABH and RBH. Results Children and adults differed in how prosody influenced their syntactic processing and children were significantly slower than adults. Results indicated that interpretation of sentences varied according to their prosodic forms. Conclusion Neither the ABH or the RBH explained how children and adults who speak Brazilian Portuguese use prosodic boundaries to disambiguate sentences. There is evidence that the way prosodic boundaries influence disambiguation varies cross-linguistically.

RESUMO Objetivo investigar os efeitos de fronteiras prosódicas na compreensão de ambiguidades sintáticas no português brasileiro além de testar duas hipóteses baseadas na noção de intensidade de fronteira: a hipótese de fronteira absoluta (ABH) e a hipótese de fronteira relativa (RBH). Manipulações da estrutura prosódica influenciam como os ouvintes interpretam frases sintaticamente ambíguas. No entanto, o papel da prosódia na compreensão da linguagem oral tem recebido atenção limitada em línguas além do inglês, particularmente do ponto de vista do desenvolvimento. Método Vinte e três adultos e 15 crianças participaram de uma tarefa computadorizada de compreensão de frases envolvendo frases sintaticamente ambíguas. Cada frase foi gravada em oito formas prosódicas diferentes com manipulações acústicas de F0, duração, e pausa, variando o tamanho da fronteira prosódica de modo a transparecer as previsões da ABH e RBH. Resultados Crianças e adultos diferiram em como a prosódia influenciou o processamento sintático; as crianças foram significativamente mais lentas que os adultos. Os resultados indicaram que a interpretação das frases variou de acordo com suas formas prosódicas. Conclusão Nenhuma das hipóteses (ABH ou RBH) explica como crianças e adultos falantes do Português brasileiro utilizam as fronteiras prosódicas para desambiguar frases. Há evidências de que a maneira com a qual os limites prosódicos influenciam a desambiguação de frases varia entre os idiomas.

Assessment of cognitive functioning using the Mini Mental State Examination in men with alcohol and crack cocaine use disorder

Abstract Introduction Consumption of substances has been associated with cognitive impairment. The Mini Mental State Examination (MMSE) is an easy-to-apply screening tool used to assess cognitive functions. Objectives To evaluate the cognitive performance of individuals with alcohol (AUD) and/or crack cocaine use disorder (CUD) and polysubstance use using the MMSE and to investigate the impact of substance use profile and the moderation effect of educational level on MMSE performance. Methods Cross-sectional study with 508 adult male inpatients diagnosed with substance use disorders (245 with AUD, 85 with CUD, and 178 with polysubstance use). Cognitive performance was assessed using the MMSE scale (total and composite scores). Results Individuals with AUD had worse total MMSE scores and scored worse for all three MMSE components compared to individuals with polysubstance use (p < 0.001, oral/written language comprehension, p < 0.001, attention/memory, and p = 0.007, motor functions). MMSE scores were positively correlated with educational level (p < 0.017), but were not associated with age, recent drug use, or years of drug use. Educational level moderated the impact of substance use on MMSE performance, especially total score and composite language comprehension score. Individuals with a low educational level (≤ 8 years) had worse performance than those with a high educational level (≥ 9 years), mainly in individuals with AUD (p < 0.001). Discussion Individuals with a low educational level and alcohol use are more prone to present cognitive impairment than crack cocaine users, especially involving language aspects. Better-preserved cognitive function could impact treatment adherence and might guide the decision of therapeutic strategies.

Compreensão sobre o adoecimento e o tratamento quimioterápico de crianças com câncer / Children with cancer's understanding of illness and chemotherapy / Comprensión sobre la enfermedad y el tratamiento quimioterápico de niños con cáncer

Este estudo de abordagem qualitativa investigou como crianças com câncer compreendiam a doença e o tratamento. Quinze crianças com câncer, de 6 a 12 anos de idade, em tratamento quimioterápico ou finalizado há menos de cinco meses, foram entrevistadas sobre sua vivência em relação ao câncer e à quimioterapia. Para análise das entrevistas foi utilizado o método preconizado por Bardin. Identificou-se que as crianças conheciam seu diagnóstico e tinham percepção de sua gravidade. A quimioterapia foi associada à possibilidade de cura, mas crianças mais novas não compreendiam como um procedimento que gerava piora e mal-estar era a esperança de cura. Crianças mais velhas, com leucemia, relataram insegurança quanto à eficácia do tratamento. Ouvir as crianças fortaleceu a necessidade de envolvê-las nos procedimentos a fim de melhorar sua qualidade de vida.(AU)

This qualitative study investigated how children with cancer understand the illness and treatment. Fifteen children aged between six and 12 years who were undergoing chemotherapy or had completed the treatment less than five months before the study were interviewed about their experiences with the disease and chemotherapy. The interviews were analyzed using content analysis as proposed by Bardin. The findings showed that the children were aware of their diagnosis and the gravity of the disease. Chemotherapy was associated with the possibility of cure, but the younger children did not understand how a procedure that made them feel worse provided hope for cure. The older children with leukemia reported feeling insecure in relation to the efficacy of the procedure. The findings reinforce the need to involve children more in procedures with a view to improving quality of life.(AU)

Este estudio, de abordaje cualitativo, investigó cómo niños con cáncer comprendían la enfermedad y el tratamiento. Quince niños con cáncer, de seis a doce años de edad, en tratamiento quimioterápico o finalizado hacía menos de cinco meses, fueron entrevistados sobre su vivencia con relación al cáncer y a la quimioterapia. Para el análisis de las entrevistas se utilizó el método determinado por Bardin. Se identificó que los niños conocían su diagnóstico y tenían percepción de su gravedad. La quimioterapia fue asociada a la posibilidad de cura, pero los niños menores no entendían cómo un procedimiento que los dejaba peor y con malestar era la esperanza de cura. Los niños mayores, con leucemia, relataron inseguridad en relación con la eficacia del procedimiento. Escuchar a los niños fortaleció la necesidad de envolverlos en los procedimientos, teniendo como finalidad mejorar su calidad de vida.(AU)

Programa de intervención con la técnica de cloze: Elaboración y Significancia Clínica / Programa de intervenção com a técnica de cloze: elaboração e significância clínica / Intervention program with the cloze technique: elaboration and clinical significance

RESUMO A hipótese deste estudo está pautada no fato de que um programa de remediação com a Técnica de Cloze, nivelado por diferentes graus de dificuldades, pode contribuir para o desenvolvimento da compreensão leitora de escolares com dificuldades de compreensão leitora. Sendo assim, objetivou-se elaborar este programa e analisar a significância clínica. Para isto, elaborou-se um programa de intervenção por meio de uma revisão bibliográfica e após foi realizado um estudo piloto e aplicado em 28 escolares ensino fundamental I, divididos em Grupo I Estudo (escolares com dificuldade em texto narrativo submetidos à intervenção); Grupo I Controle (escolares com dificuldade em texto narrativo não submetidos à intervenção); Grupo II Estudo (escolares com dificuldade em texto expositivo submetidos à intervenção); Grupo II Controle (escolares com dificuldade em texto expositivo não submetidos à intervenção). Os resultados analisados pelo Método JT apontaram mudança confiável positiva e com significância clínica para escolares do Grupo I Estudo, e de forma significativa para escolares do Grupo II Estudo.

RESUMEN La hipótesis de este estudio está centrada en el hecho de que un programa de remediar con la Técnica de Cloze, nivelado por distintos grados de dificultades, puede contribuir para el desarrollo de la comprensión lectora de escolares con dificultades de comprensión lectora. Por eso, se tuvo por objetivo elaborar este programa y analizar la significancia clínica. Para ello, se elaboró un programa de intervención por intermedio de una revisión bibliográfica y después se realizó un estudio piloto y aplicado en 28 escolares enseñanza básica I, divididos en Grupo I Estudio (escolares con dificultad en texto narrativo sometidos a la intervención); Grupo I Control (escolares con dificultad en texto narrativo no sometidos a la intervención); Grupo II Estudio (escolares con dificultad en texto expositivo sometidos a la intervención); Grupo II Control (escolares con dificultad en texto expositivo no sometidos a la intervención). Los resultados analizados por el Método JT apuntaran cambio fiable positivo y con significancia clínica para escolares del Grupo I Estudio, y de forma significativa para escolares del Grupo II Estudio.

ABSTRACT The hypothesis of this study is based on the fact that a remediation program with the Cloze Technique, leveled by different degrees of difficulties, it can contribute to the development of reading comprehension of students with reading comprehension difficulties. Therefore, the objective was to develop this program and analyze the clinical significance. For this, an intervention program was developed through a bibliographic review and after that a pilot study was carried out and applied in 28 elementary school students, divided into Group I Experimental (students with difficulty in narrative text submitted to the intervention); Group I Control (students with difficulty in narrative text not submitted to the intervention); Group II Experimental (students with difficulty in expository text submitted to the intervention); Group II Control (students with difficulty in expository text not submitted to the intervention). The results analyzed by the JT Method showed a reliable positive change with clinical significance for students in Group I Study, and significantly for students in Group II Experimental.

Adaptação de fórmula de nivelamento de livros infantis para o português brasileiro: resultados preliminares / Adaptación de la fórmula de nivelación infantil al portugués brasileño: resultados preliminares / Adaptation of children's leveling formula for Brazilian Portuguese: preliminary results

Introdução: Práticas para o ensino da leitura no Brasil podem ser representadas pela adaptação e validação de um instrumento de nivelamento de livros infantis já comprovadamente eficaz em outra língua e cultura. Objetivo: O presente estudo visa adaptar a fórmula de Hatcher para nivelar livros infantis para o uso no português brasileiro, disponibilizando-a como instrumento de trabalho aos profissionais de diferentes áreas no que concerne à seleção de livros adequados à idade e à etapa em que se encontram os leitores iniciantes em seus primeiros anos de alfabetização no Brasil. Método: A pesquisa seguirá as seguintes etapas para adaptação da fórmula de nivelamento de livros infantis: (1) tradução da fórmula do idioma de origem para o idioma-alvo, isto é, do Inglês para o português; (2) síntese das versões traduzidas; (3) avaliação da síntese por juízes experts; (4) avaliação da fórmula pelo público-alvo, considerados aqui professores dos anos iniciais do Ensino Fundamental; (5) tradução reversa do instrumento. Resultados: A fórmula traduzida de Nivelamento de Livros Infantis apresentou 72% de coeficiente de validade de conteúdo, em relação à clareza, e 80% de pertinência prática, demonstrando ser um documento útil, de fácil aplicação e adequado aos profissionais da área da saúde e da educação que poderão avaliar e nivelar os livros antes de indicá-los a leitores iniciantes. Espera-se, em estudos posteriores, realizar a aplicabilidade desta fórmula para facilitar o trabalho na seleção de títulos indicados ao público-alvo.

Introduction: Practices for the teaching of reading in Brazil can be represented by the adaptation and validation of a children's book leveling instrument already proven to be effective in another language and culture. Objective: The present study aims to adapt Hatcher's formula to level children's books for use in Brazilian Portuguese, making it available as a working tool to professionals in different areas with regard to the selection of books suitable for the age and stage in which readers are beginning their first years of literacy in Brazil. Method: The research will follow the following steps to adapt the leveling formula for children's books: (1) translation of the formula from the source language to the target language, that is, from English to Portuguese; (2) synthesis of the translated versions; (3) evaluation of the synthesis by expert judges; (4) evaluation of the formula by the target audience, considered here teachers from the early years of elementary school; (5) reverse translation of the instrument. Results: The translated formula for Children's Book Leveling presented 72% of content validity coefficient, in relation to clarity, and 80% of practical relevance, proving to be a useful document, easy to apply and suitable for health professionals and of education that will be able to evaluate and level the books before recommending them to beginning readers. It is expected, in later studies, to apply this formula to facilitate the work in selecting titles indicated to the target audience.

Introducción: Prácticas para la enseñanza de la lectura en Brasil puede ser representada por la adaptación y validación de un instrumento de nivelación de libros infantiles que ya ha demostrado su eficacia en otra lengua y cultura. Objetivo: Este estudio objetiva adaptar la fórmula de Hatcher para nivelar libros infantiles para uso en portugués, poniéndola a disposición como herramienta de trabajo para profesionales de diferentes áreas en lo que se refiere a la selección de libros adecuados a la edad y etapa en la que los lectores están comenzando sus primeros años de alfabetización en Brasil. Método: La investigación seguirá los siguientes pasos para adaptar la fórmula de nivelación para libros infantiles: (1) traducción de la fórmula del idioma de origen al idioma de destino, es decir, del inglés al portugués; (2) síntesis de las versiones traducidas; (3) evaluación de la síntesis por jueces expertos; (4) evaluación de la fórmula por parte del público objetivo, aquí considerados docentes de los primeros años de la enseñanza básica; (5) traducción inversa del instrumento. Resultados: Esta fórmula traducida presentó 72% de coeficiente de validez de contenido, en relación con la claridad, y 80% de pertinencia práctica, demostrando ser un documento útil, de fácil aplicación y adecuado para los profesionales de la salud y de la educación que serán capaz de evaluar y nivelar los libros antes de recomendarlos a lectores principiantes. Se espera, en estudios posteriores, aplicar esta fórmula para facilitar el trabajo en la selección de títulos al público indicado.