Letter-name knowledge

Predicting reading and writing diffi culties

Bibliographic Data

ID19355128
AuthorsCláudia Nascimento Guaraldo Justi (0000-0003-2943-6062, Universidade Federal de Juiz de Fora), Natália CUNHA (0000-0001-7505-1388, Universidade Federal de Juiz de Fora), Francis Ricardo Dos Reis Justi (0000-0001-7107-1672, Universidade Federal de Juiz de Fora)
Year2020
Volume37
Publication date2020-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEstudos de Psicologia (Campinas) (JOURNAL)
Journal identifiersISSN: 0103-166X • E-ISSN: 1982-0275
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/1982-0275202037e180173
OpenAlexW2993586576
SCIELO_PIDS0103-166X2020000100300
LanguageEN
Citations received1
References cited34

This study evaluated the precision of a Letter-Name Knowledge task in predicting children at risk/non-risk of reading and writing difficulties in Brazil. A second goal was to compare the precision of classification of two versions of this task: a 26 letter-task and a 15 letter-task. A total of 213 Brazilian children performed the 26 letter-task when they were in kindergarten. Of those children, 176 performed a writing task and 174 performed a reading task in 1st grade Elementary School. The choice of letters for the 15 letter-task was based on the Item Response Theory and on neural network simulation. The results based on the Receiver Operating Characteristic curve analysis, showed that both tasks could be used for screening children with reading and writing difficulties (areas under the curve of 0.83 and 0.80)

Cognitive psychology · Developmental psychology · Linguistics · Machine learning · Mathematics education · Reading (process) · Receiver operating characteristic · Task (project management) · Cognitive and developmental aspects of mathematical skills · Computer Science · Hearing Impairment and Communication · Psychology · Reading and Literacy Development

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