Using a screening tool to identify the auditory behavior of students who are learning to read and write

Santos, Giulia Ádni Viana; Lima, Maria Luiza Lopes Timóteo de; Cavalcante, Manoelina Xavier; Venâncio, Leonardo Gleygson Angelo; Teixeira, Cleide Fernandes

doi:10.1590/1982-0216/202123413020

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ORIGINAL ARTICLES • Rev. CEFAC 23 (4) • 2021 • https://doi.org/10.1590/1982-0216/202123413020 copy

Using a screening tool to identify the auditory behavior of students who are learning to read and write

Authorship SCIMAGO INSTITUTIONS RANKINGS

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.

Keywords:
Literacy; Audiology; Learning Disabilities; Surveys and Questionnaires; Auditory Perception; Hearing Disorders

Variable	n	%	p-value¹
Grade in school
1st	7	36.8	0.949
2nd	6	31.6
3rd	6	31.6
Age group
7 years	11	57.9	0.491
8 to 9 years	8	42.1	0.491

Subarea	Statistics			Median % per age
Subarea	Score variation	Median	%	7 years	8 to 9 years	p-value¹
Hearing	0 - 9	5.00	55.6	66.7	55.6	0.530
Attention	0 - 5	3.00	60.0	80.0	50.0	0.091
Memory	0 - 3	1.00	33.3	33.3	50.0	0.608
Language	0 - 4	2.00	50.0	75.0	50.0	0.443
School performance	0 - 3	3.00	100.0	100.0	100.0	0.543
Total	0 - 24	16.00	66.7	75.0	47.9	0.406

Categories assessed¹	Yes		No
Categories assessed¹	n	%	n	%
Subarea: hearing
2. Does not attentively listen to instructions	10	52.6	9	47.4
3. Says: "huh?" and "what?" at least 5 times	6	31.6	13	68.4
8. Has difficulties with the language sounds	10	52.6	9	47.4
9. Has problems discriminating sounds	11	57.9	8	42.1
10. Has difficulties recalling the sequence heard from someone	17	89.5	2	10.5
14. Has difficulties following auditory instructions	15	78.9	4	21.1
17. Responds slowly or late to verbal stimuli	14	73.7	5	26.3
20. Cannot relate what they heard to what seems to be	10	52.6	9	47.4
21. Learns little by hearing	10	52.6	9	47.4
Subarea: attention
1. Does not pay attention to 50% or more of the instructions	12	63.2	7	36.8
4. Cannot focus on auditory stimuli for more than a few seconds	6	31.6	13	68.4
5. Has a short attention span	15	78.9	4	21.1
6. Sometimes daydreams (gets distracted)	11	57.9	8	42.1
7. Gets easily distracted with background sounds	15	78.9	4	21.1
Subarea: memory
11. Forgets what was said a few minutes before	11	57.9	8	42.1
12. Does not remember simple things of their everyday routine	6	31.6	13	68.4
13. Has problems remembering what they heard in the previous week, month, year	12	63.2	7	36.8
Subarea: language
15. Often does not understand what others say	16	84.2	3	15.8
16. Does not understand many words - verbal concepts or the age or grade in school	10	52.6	9	47.4
18. Has language problems	9	47.4	10	52.6
19. Has articulation problems	11	57.9	8	42.1
Subarea: school performance
22. Lacks learning motivation	13	68.4	6	31.6
23. Has a performance below the average in one or more areas	19	100.0	0	0.00
24. Has difficulties with reading comprehension	18	94.7	1	5.3

Question 8 (N=11)	n	%
What reading method is used?
The teacher reads	3	27.27
The student reads aloud	5	45.45
The letter/syllable is pronounced	3	27.27
Question 22 (N=13)	n	%
Observed behavior reveals a lack of learning motivation
Their attention is called	3	23.07
Is distracted in class	6	46.15
Dependency for activities	4	30.76

Aspects	n	%
Distraction/inattention in the classroom	06	27.27
Inverted letters	04	18.18
Language problems	06	27.27
Articulation problems	02	9.09
Does not understand in the classroom	04	18.18

CATEGORY	QFISHER (9 points) Hearing	QFISHER (5 points) Attention	QFISHER (3 points) Memory	QFISHER (4 points) Language	QFISHER (3 points) School performance
Respective Questions	2, 3, 8, 9, 10, 14, 17, 20 e 21	1, 4, 5, 6, 7	11, 12, 13	15, 16, 18, 19	22, 23, 24
Sum of the Categories
QFISHER - TOTAL

ABRAMO Associação Brasileira de Motricidade Orofacial Rua Uruguaiana, 516, Cep 13026-001 Campinas SP Brasil, Tel.: +55 19 3254-0342 - São Paulo - SP - Brazil
E-mail: revistacefac@cefac.br

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[1] Corresponding address: Giulia Ádni Viana Santos, Avenida Professor Chaves Batista, 262 - Várzea, CEP: 50740-030 - Recife, Pernambuco, Brasil, E-mail: giuliadni@hotmail.com