Reading performance, temporal ordering, motivation and school complaints: preliminary study

ABSTRACT

Purpose

To verify the association between reading performance of children and adolescents and the presence of school complaints, hearing ordering ability and school motivation.

Methods

Cross-sectional observational study with a convenience sample composed of 36 participants. The instruments used were the Sociodemographic and School Characterization Questionnaire, the Economic Classification Criterion of Brazil, the auditory evaluation, the Memory Tests for Verbal and Non-verbal Sounds in Sequence, the Frequency and Duration Pattern Tests, the School Performance Test, the Assessment of Reading Processes and the Scale for Assessing Children's School Motivation. The response variable in this study was the reading process. Pearson's Chi-square and Fisher's Exact tests were used for association analyzes.

Results

The association analysis revealed that most participants who presented changes in reading tasks also presented adequacy of simple temporal ordering and inadequacy in complex temporal ordering. There was no statistically significant association between reading performance and the presence of school complaints, temporal ordering auditory ability and school motivation. However, it was observed that most participants with reading disorders complained of school difficulties, poor academic performance, average school motivation, adequacy of simple temporal ordering and inadequacy of complex temporal ordering.

Conclusion

Although it did not show statistical significance in most of the associations performed, the present study showed that there is an relationship between the reading performance of children and adolescents and the presence of school complaints, temporal ordering auditory ability and school motivation.

Keywords:
Auditory perception; Hearing tests; Reading; Child; Motivation