Using a screening tool to identify the auditory behavior of students who are learning to read and write
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Revista CEFAC (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462021000400513 |
Resumo: | ABSTRACT Purpose: to analyze the use of a screening tool, by teachers, to identify the auditory behavior of students who are learning to read and write. Methods: a cross-sectional study including 22 students who answered the Fisher’s Auditory Problems Checklist (QFISHER). The analysis of this questionnaire approached the categories of hearing, attention, memory, language, and school performance. The chi-square statistical test and Mann-Whitney test were used to compare the scores between the age groups, considering the 5% significance level. Results: school performance had the worst frequency in QFISHER (87.72%), followed by attention (62.10%), language (60.53%), and hearing (59.65%). The median revealed worse assessment in school performance (100.0%) followed by attention (60.0%). The QFISHER overall score was 66.7%. The comparison between age groups did not reveal any significant difference for the domains assessed. Conclusion: the QFISHER, used by teachers, as a screening tool for children who are learning to read and write, can identify behavioral changes suggestive of auditory processing disorder, broadening the possibility of early interventions. |
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Using a screening tool to identify the auditory behavior of students who are learning to read and writeLiteracyAudiologyLearning DisabilitiesSurveys and QuestionnairesAuditory PerceptionHearing DisordersABSTRACT Purpose: to analyze the use of a screening tool, by teachers, to identify the auditory behavior of students who are learning to read and write. Methods: a cross-sectional study including 22 students who answered the Fisher’s Auditory Problems Checklist (QFISHER). The analysis of this questionnaire approached the categories of hearing, attention, memory, language, and school performance. The chi-square statistical test and Mann-Whitney test were used to compare the scores between the age groups, considering the 5% significance level. Results: school performance had the worst frequency in QFISHER (87.72%), followed by attention (62.10%), language (60.53%), and hearing (59.65%). The median revealed worse assessment in school performance (100.0%) followed by attention (60.0%). The QFISHER overall score was 66.7%. The comparison between age groups did not reveal any significant difference for the domains assessed. Conclusion: the QFISHER, used by teachers, as a screening tool for children who are learning to read and write, can identify behavioral changes suggestive of auditory processing disorder, broadening the possibility of early interventions.ABRAMO Associação Brasileira de Motricidade Orofacial2021-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462021000400513Revista CEFAC v.23 n.4 2021reponame:Revista CEFAC (Online)instname:Centro de Especialização em Fonoaudiologia Clínica (CEFAC)instacron:CEFAC10.1590/1982-0216/202123413020info:eu-repo/semantics/openAccessSantos,Giulia Ádni VianaLima,Maria Luiza Lopes Timóteo deCavalcante,Manoelina XavierVenâncio,Leonardo Gleygson AngeloTeixeira,Cleide Fernandeseng2021-11-16T00:00:00Zoai:scielo:S1516-18462021000400513Revistahttp://www.revistacefac.com.br/https://old.scielo.br/oai/scielo-oai.php||revistacefac@cefac.br1982-02161516-1846opendoar:2021-11-16T00:00Revista CEFAC (Online) - Centro de Especialização em Fonoaudiologia Clínica (CEFAC)false |
dc.title.none.fl_str_mv |
Using a screening tool to identify the auditory behavior of students who are learning to read and write |
title |
Using a screening tool to identify the auditory behavior of students who are learning to read and write |
spellingShingle |
Using a screening tool to identify the auditory behavior of students who are learning to read and write Santos,Giulia Ádni Viana Literacy Audiology Learning Disabilities Surveys and Questionnaires Auditory Perception Hearing Disorders |
title_short |
Using a screening tool to identify the auditory behavior of students who are learning to read and write |
title_full |
Using a screening tool to identify the auditory behavior of students who are learning to read and write |
title_fullStr |
Using a screening tool to identify the auditory behavior of students who are learning to read and write |
title_full_unstemmed |
Using a screening tool to identify the auditory behavior of students who are learning to read and write |
title_sort |
Using a screening tool to identify the auditory behavior of students who are learning to read and write |
author |
Santos,Giulia Ádni Viana |
author_facet |
Santos,Giulia Ádni Viana Lima,Maria Luiza Lopes Timóteo de Cavalcante,Manoelina Xavier Venâncio,Leonardo Gleygson Angelo Teixeira,Cleide Fernandes |
author_role |
author |
author2 |
Lima,Maria Luiza Lopes Timóteo de Cavalcante,Manoelina Xavier Venâncio,Leonardo Gleygson Angelo Teixeira,Cleide Fernandes |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Santos,Giulia Ádni Viana Lima,Maria Luiza Lopes Timóteo de Cavalcante,Manoelina Xavier Venâncio,Leonardo Gleygson Angelo Teixeira,Cleide Fernandes |
dc.subject.por.fl_str_mv |
Literacy Audiology Learning Disabilities Surveys and Questionnaires Auditory Perception Hearing Disorders |
topic |
Literacy Audiology Learning Disabilities Surveys and Questionnaires Auditory Perception Hearing Disorders |
description |
ABSTRACT Purpose: to analyze the use of a screening tool, by teachers, to identify the auditory behavior of students who are learning to read and write. Methods: a cross-sectional study including 22 students who answered the Fisher’s Auditory Problems Checklist (QFISHER). The analysis of this questionnaire approached the categories of hearing, attention, memory, language, and school performance. The chi-square statistical test and Mann-Whitney test were used to compare the scores between the age groups, considering the 5% significance level. Results: school performance had the worst frequency in QFISHER (87.72%), followed by attention (62.10%), language (60.53%), and hearing (59.65%). The median revealed worse assessment in school performance (100.0%) followed by attention (60.0%). The QFISHER overall score was 66.7%. The comparison between age groups did not reveal any significant difference for the domains assessed. Conclusion: the QFISHER, used by teachers, as a screening tool for children who are learning to read and write, can identify behavioral changes suggestive of auditory processing disorder, broadening the possibility of early interventions. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462021000400513 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-18462021000400513 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/1982-0216/202123413020 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
ABRAMO Associação Brasileira de Motricidade Orofacial |
publisher.none.fl_str_mv |
ABRAMO Associação Brasileira de Motricidade Orofacial |
dc.source.none.fl_str_mv |
Revista CEFAC v.23 n.4 2021 reponame:Revista CEFAC (Online) instname:Centro de Especialização em Fonoaudiologia Clínica (CEFAC) instacron:CEFAC |
instname_str |
Centro de Especialização em Fonoaudiologia Clínica (CEFAC) |
instacron_str |
CEFAC |
institution |
CEFAC |
reponame_str |
Revista CEFAC (Online) |
collection |
Revista CEFAC (Online) |
repository.name.fl_str_mv |
Revista CEFAC (Online) - Centro de Especialização em Fonoaudiologia Clínica (CEFAC) |
repository.mail.fl_str_mv |
||revistacefac@cefac.br |
_version_ |
1754122582969286656 |