Multiple domains involved in children and young people's reading and writing are analyzed. One hundred and sixty-two subjects, males and females, age bracket between 8 and 16 years, at the 2nd, 3rd and 4th grades of Fundamental Education in a government public school in a Brazilian northeast town, were investigated. Children's cognitive development was analyzed through activities which comprised reading, words and false words dictation, phonological awareness, visual and auditory processing and processing speed. Results revealed backwardness in skill development which included inaccuracy and distortion in the use of phonological and lexical themes. Projects in intervention for skill development, phonological awareness, auditory processing and processing speed should be outlined for children in the early stages of reading and writing acquisition.
Reading; writing; cognitive evaluation
