Conhecimento do nome das letras e nomeação seriada rápida: precisão de classificação de risco/não risco de dificuldade de leitura

Abstract

Studies conducted over the years have shown the superiority of the preventive approach, compared to the remediative approach, for the promotion of reading development. In this scenario, screening at risk / no risk reading difficulty assumes a leading role. The main objective of this study was to evaluate the reliability and the classification accuracy of the risk / no risk for reading measures that consistently stand out as predictors of the development of this ability: letter name knowledge (LNK) and rapid automatized naming (RAN). Another aim of this study was to check whether a reduced version of the LNK measure could have a similar accuracy rather than a full version in a classification of reading difficulty risk. Therefore, this study tested 213 children. They performed the RAN and LNK measures during the last year of kindergarten and the reading task in the first grade of elementary school. In general, the results confirmed a good reliability of the measures (LNK 26 = 0,95; LNK 15 = 0,93; RAN objects: r = 0,71, p < 0,001; RAN colors: r = 0,88, p < 0,001; RAN numbers: r = 0,89, p < 0,001; RAN letters: r = 0,82, p < 0,001) and showed that they can be used for screening at risk / no risk reading difficulty.