RESUMO
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.
RESUMO
Introdução: A foniatria tem interesse em fissura labiopalatina (FLP) devido à complexidade em aspectos de fala, linguagem e audição. Objetivo: No contexto da avaliação foniátrica em crianças escolares com fissura labiopalatina, o objetivo do estudo de múltiplos casos foi descrever a interferência de fatores clínicos no desempenho em testes da função perceptiva auditiva de linguagem, assim como a associação entre eles. Método: Trinta crianças, entre 6 anos e 2 meses e 9 anos e 11 meses, foram avaliadas pelo médico foniatra, em serviço interdisciplinar de tratamento da FLP: 13 (43%) fissura pós-forame incisivo e 17 (57%) fissura transforame incisivo. Foram descritos os fatores clínicos (incluindo tipo de fissura, idade na avaliação, sexo, condição socioeconômica, desempenho escolar, realização de fototerapia, exame audiológico e outros) e o desempenho em testes de discriminação auditiva, memória auditiva e consciência fonológica, incluindo a associação entre eles. Resultados: Não houve diferença significativa entre os grupos de fissura e médias de idade (p=0,618), sexo (p=0,431), nível socioeconômico (p=0,580) e desempenho escolar (p=0,785).A porcentagem de crianças que fez terapia é maior no grupo de fissura transforame (94,1%). Alterações nos testes: 4 crianças (13,3%) discriminação auditiva, 6 (20%) memória auditiva e 8 (26,7%) consciência fonológica. Os casos com desempenho escolar insatisfatório, mais tempo de fonoterapia e piores médias do limiar de reconhecimento de fala tiveram desempenho pior em memória auditiva e consciência fonológica. Conclusão: A avaliação foniátrica possibilitou o apontamento de fatores clínicos da fissura, que parecem, de alguma forma, interferir no desenvolvimento da linguagem destas crianças.
Introduction: Phoniatrics is interested in cleft lip and palate (CLP) due to the complexity in aspects of speech, language and hearing. Objective: In context of phoniatric evaluation in schoolchildren with CLP, the objective of multiple cases study was to describe the interference of clinical factors in the performance in tests of auditory perceptual function of language, as well as the association between them. Method: Thirty children, between 6 years and 2 months and 9 years and 11 months, were evaluated by Phoniatric doctor, in interdisciplinary treatment service for CLP: 13 (43%) cleft palate and 17 (57%) cleft lip and palate. Clinical factors (including type of cleft, age at evaluation, sex, socioeconomic status, school performance, speech therapy, audiological examination and others) and performance in tests of auditory discrimination, auditory memory and phonological awareness were described, including the association between them. Results: There was no significant difference between the cleft groups and the mean age (p = 0.618), sex (p = 0.431), socioeconomic level (p = 0.580) and school performance (p = 0.785). The percentage of children who had attended therapy is higher in cleft lip and palate group (94.1%). Changes in tests: 4 (13.3%) auditory discrimination, 6 (20%) auditory memory and 8 (26.7%) phonological awareness. The cases with unsatisfactory school performance, more speech therapy time and worse speech recognition thresholds had a worse performance in auditory memory and phonological awareness. Conclusion: The phoniatric evaluation made it possible to identify clinical factors of the cleft, which seems, in some way, to interfere in the language development of these children.
Introducción: Foniátrica está interesado en el labio leporino y paladar hendido debido a la complejidad en los aspectos del habla, el lenguaje y la audición. Objetivo: El contexto de la evaluación foniatría en escolares con labio leporino y paladar hendido, el objetivo del estudio de múltiples casos fue describir la interferencia de factores clínicos en el desempeño en las pruebas de la función auditiva perceptiva del lenguaje, así como la asociación entre ellos. Método: Treinta niños, entre 6 años y 2 meses y 9 años y 11 meses de edad, fueron evaluados por un médico foniátrico, en un centro de tratamiento interdisciplinario para labio leporino y paladar hendido: 13 (43%) paladar hendido y 17 (57%) labio leporino y paladar hendido. Se describieron y verificaron los factores clínicos (incluido el tipo de hendidura, la edad en la evaluación, el sexo, el estado socioeconómico, el rendimiento escolar, la fototerapia, el examen audiológico y otros) y el rendimiento en las pruebas de discriminación auditiva, memoria auditiva y conciencia fonológica, incluida la asociación entre ellos. Resultados: No hubo diferencias significativas entre los grupos de hendidura y la edad media (p = 0.618), sexo (p = 0.431), nivel socioeconómico (p = 0.580) y rendimiento escolar (p = 0.785). El porcentaje de niños que se sometieron a terapia es mayor en el grupo de paladar hendido y labio leporino (94.1%). Cambios en las pruebas: 4 niños (13.3%) discriminación auditiva, 6 (20%) memoria auditiva y 8 (26.7%) conciencia fonológica. Los casos con un rendimiento escolar insatisfactorio, más tiempo de terapia del habla y peores umbrales de reconocimiento del habla tuvieron un peor rendimiento en la memoria auditiva y la conciencia fonológica. Conclusión: La evaluación foniátrica permitió identificar factores clínicos de la hendidura, que de alguna manera, parece interferir en el desarrollo del lenguaje de estos niños.