Development of language and arithmetic skills

risk and protective factors. Comparative cross-sectional study

Authors

Keywords:

Language development disorders, Risk factors, Academic performance, Social skills, Problem behavior

Abstract

BACKGROUND: In a literate society, linguistic/arithmetic performance is highly valued. Based on defined risk factors, strategies for promotion of better performance can be developed. OBJECTIVE: To ascertain the risk and protective factors relating to development of language and arithmetic. DESIGN AND SETTING: Observational comparative cross-sectional study at a public elementary school in Ribeirão Preto (SP), Brazil. METHODS: A total of 66 children (41% females) attending first to fifth grades participated in this study. They were divided into two groups: G1, children classified as presenting language or arithmetic deficits; G2, average performance. Language (oral and written) and arithmetic skills were assessed through stan- dardized tests. Variables relating to social skills, home environment resources and behavioral problems were assessed through standardized scales. Data on other variables (pre, peri and postnatal complications, maternal variables and others) were collected through interviews. The logistic regression technique with LASSO was used (α = 0.05). RESULTS: Teenage pregnancy and consumption of psychoactive substances during pregnancy or complications during pregnancy were risk factors for performance regarding arithmetic and language. Higher schooling level for the mother was a protective factor in the development of arithmetic and language. Being female and having a history of otitis were risk factors for language. Altered social skills (responsibility and civility) and complaints of inattention were risk factor for arithmetic. Adequate linguistic development was a protective factor for the development of arithmetic. CONCLUSION: The risk/protective factors included variables relating to the gestational period, mother’s age when pregnant, mother’s schooling, social skills, behavior and development issues.

Downloads

Download data is not yet available.

Author Biographies

Patrícia Aparecida Zuanetti, Department of Neuroscience and Behavioral Sciences, Faculty of Medicine of Ribeirão Preto, Universidade de São Paulo

PhD. Speech Therapist, Department of Health Sciences, Faculty of Medicine of Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto (SP), Brazil.

Marina Dias Macedo de Melo Avezum, Department of Neuroscience and Behavioral Sciences, Faculty of Medicine of Ribeirão Preto, Universidade de São Paulo

BSc. Psychologist, Department of Neuroscience and Behavioral Sciences, Faculty of Medicine of Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto (SP), Brazil.

Marita Iannazzo Ferretti, Department of Neuroscience and Behavioral Sciences, Faculty of Medicine of Ribeirão Preto, Universidade de São Paulo

BSc. Psychologist, Department of Ophthalmology, Otorhinolaryngology and Head and Neck Surgery, Faculty of Medicine of Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto (SP), Brazil.

Angela Cristina Pontes-Fernandes, Department of Neuroscience and Behavioral Sciences, Faculty of Medicine of Ribeirão Preto, Universidade de São Paulo

PhD. Psychologist, Department of Neuroscience and Behavioral Sciences, Faculty of Medicine of Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto (SP), Brazil.

Marina Estima Neiva Nune, Department of Neuroscience and Behavioral Sciences, Faculty of Medicine of Ribeirão Preto, Universidade de São Paulo

MD. Department of Neuroscience and Behavioral Sciences, Faculty of Medicine of Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto (SP), Brazil.

Nelson Macedo Liporaci, Department of Neuroscience and Behavioral Sciences, Faculty of Medicine of Ribeirão Preto, Universidade de São Paulo

MD. Department of Neuroscience and Behavioral Sciences, Faculty of Medicine of Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto (SP), Brazil.

Marisa Tomoe Hebihara Fukuda, Universidade de São Paulo

PhD. Speech Therapist, Associate Professor, Department of Health Sciences, Faculty of Medicine of Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto (SP), Brazil.

Ana Paula Andrade Hamad, Department of Neuroscience and Behavioral Sciences, Faculty of Medicine of Ribeirão Preto, Universidade de São Paulo

MD, PhD. Assistant Professor, Department of Neuroscience and Behavioral Sciences, Faculty of Medicine of Ribeirão Preto, Universidade de São Paulo, Ribeirão Preto (SP), Brazil.

References

Salles JF, Fonseca RP, Parente MAMP, et al. Coleção Neupsilin-Infantil. São Paulo: Vetor; 2017.

Dehaene S, Piazza M, Pinel P, Cohen L. Three parietal circuits for number processing. Cogn Neuropsychol. 2003;20(3):487-506. PMID: 20957581; https://doi.org/10.1080/02643290244000239.

Rapp B, Fischer-Baum S, Miozzo M. Modality and morphology: What we write may not be what we say. Psychol Sci. 2015;26(6):892-902. PMID: 25926478; https://doi.org/10.1177/0956797615573520.

Chordia SL, Thandapani K, Arunagirinathan A. Children ‘at risk’ of developing specific learning disability in primary schools. Indian J Pediatr. 2020;87(2):94-8. PMID: 31865523; https://doi.org/10.1007/s12098-019-03130-z.

Paterlini LSM, Zuanetti PA, Pontes-Fernandes AC, Fukuda MTH, Hamad APA. Screening and diagnosis of learning disabilities/disorders - outcomes of interdisciplinary assessments. Rev CEFAC. 2019;21(5):e13319. https://doi.org/10.1590/1982-0216/201921513319.

Büber A, Başay Ö, Şenol H. The prevalence and comorbidity rates of specific learning disorder among primary school children in Turkey. Nord J Psychiatry. 2020;74(6):453-60. PMID: 32186228; https://doi.org/10.1080/08039488.2020.1740782.

Yunes MAM, Szymanski H. Resiliência: noção, conceitos afins e considerações críticas. In: Tavares J (org.). Resiliência e Educação. São Paulo: Cortez; 2001. p. 13-42.

Tusaie K, Dyer J. Resilience: a historical review of the construct. Holist Nurs Pract. 2004;18(1):3-8. PMID: 14765686. https://doi.org/10.1097/00004650-200401000-00002.

Soares ACC, Silva K, Zuanetti PA. Risk factors for language development associated with prematurity. Audiol Commun Res. 2017;22:e1745. https://doi.org/10.1590/2317-6431-2016-1745.

Pérez-Pereira M, Martínez-López Z, Maneiro L. Longitudinal relationships between reading abilities, phonological awareness, language abilities and executive functions: comparison of low risk preterm and full-term children. Front Psychol. 2020;11:468. PMID: 32256436; https://doi.org/10.3389/fpsyg.2020.00468.

Zuanetti PA, Laus MF, Almeida SS, Fukuda MTH. Early undernutrition as a cause of changes in phonological processing skills. Rev CEFAC. 2019;21(3):e19018. https://doi.org/10.1590/1982-0216/201921319018.

Ferreira SHA, Barrera SD. Ambiente familiar e aprendizagem escolar em alunos da educação infantil. Psico. 2010;41(4):462-72. Available from: https://revistaseletronicas.pucrs.br/ojs/index.php/revistapsico/article/view/5686 Accessed in 2020 (Sep 10).

Ribeiro R, Ciasca SM, Capelatto IV. Relação entre recursos familiares e desempenho escolar de alunos do 5º ano do ensino fundamental de escola pública. Rev Psicopedag. 2016;33(11):164-74. Available from: http://pepsic.bvsalud.org/pdf/psicoped/v33n101/06.pdf Accessed in 2020 (Sep 10).

Marturano EM. O inventário de recursos do ambiente familiar. Psicol Reflex Crit. 2006;19(3):498-506. https://doi.org/10.1590/S0102-79722006000300019.

Del Prette ZAP, Freitas LC, Bandeira M, Del Prette A. Inventário de habilidades sociais, problemas de comportamento e competência acadêmica para crianças. São Paulo: Casa do Psicólogo; 2016.

Mattos P, Serra-Pinheiro MA, Rohde LA, Pinto D. A Brazilian version of the MTA-SNAP-IV for evaluation of symptoms of attention-deficit/hyperactivity disorder and oppositional-defiant disorder. Rev Psiquiatr Rio Gd Sul. 2006;28(3):290-7. https://doi.org/10.1590 S0101-81082006000300008.

Brasil - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep). Português tem apenas 1,6% de aprendizagem adequada no Saeb. 2018. Available from: http://portal.mec.gov.br/ultimas-noticias/389-ensino-medio2092297298/68271-apenas-1-6-dos-estudantesdo-ensino-medio-tem-niveis-de-aprendizagemadequados-em-portugues Accessed in 2020 (Sep 10).

Corso LV, Dorneles BV. Perfil cognitivo dos alunos com dificuldades de aprendizagem na leitura e matemática. Psicol Teor Prat. 2015;17(2):185-98. https://doi.org/10.15348/1980-6906/psicologia.v17n2p185-198.

Silva K, Zuanetti PA, Borcat VTR, et al. Relation between arithmetic performance and phonological working memory in children [Relação entre o desempenho em aritmética e a memória de trabalho fonológica em crianças]. Codas. 2017;29(4):e20160128. PMID: 28832812; https://doi.org/10.1590/2317-1782/20172016128.

Santos LAV, Lara MO, Lima RCR, et al. História gestacional e características da assistência pré-natal de puérperas adolescentes e adultas em uma maternidade do interior de Minas Gerais, Brasil [Gestational history and prenatal care characteristics of adolescent and adult mothers in a maternity hospital in the interior of Minas Gerais, Brazil]. Cien Saude Colet. 2018;23(2):617-25. PMID: 29412419; https://doi.org/10.1590/1413-81232018232.10962016.

Fernandes FCGM, Santos EGO, Barbosa IR. Age of first pregnancy in Brazil: data from the national health survey. J Hum Growth Dev. 2019;29(3):304-12. https://doi.org/10.7322/jhgd.v29.9523.

Carvalho AJ, Lemos SM, Goulart LM. Language development and its relation to social behavior and family and school environments: a systematic review [Desenvolvimento da linguagem e sua relação com comportamento social, ambientes familiar e escolar: revisão sistemática]. Codas. 2016;28(4):470-9. PMID: 27652929; https://doi.org/10.1590/2317-1782/20162015193.

Simões HO, Zanchetta S, Furtado EF. What we know of the central auditory disorders in children exposed to alcohol during pregnancy? Systematic review [O que sabemos das alterações auditivas centrais em crianças expostas ao álcool na gestação? Revisão sistemática]. Codas. 2016;28(5):640-5. PMID: 27849248; https://doi.org/10.1590/2317-1782/20162015253.

Lucas BR, Latimer J, Pinto RZ, et al. Gross motor deficits in children prenatally exposed to alcohol: a meta-analysis. Pediatrics. 2014;134(1):e192-209. PMID: 24913787; https://doi.org/10.1542/peds.2013-3733.

Viteri OA, Soto EE, Bahado-Singh RO, et al. Fetal anomalies and long-term effects associated with substance abuse in pregnancy: a literature review. Am J Perinatol. 2015;32(5):405-16. PMID: 25486291; https://doi.org/10.1055/s-0034-1393932.

American Psychiatric Association – APA. Manual diagnóstico e estatístico de transtornos mentais - DSM-5. Porto Alegre: Artmed; 2014.

Wertzner HF, Pagan LO, Galea DES, Papp ACCS. Phonological characteristics of children with phonological disorder with and without otitis media history [Características fonológicas de crianças com transtorno fonológico com e sem histórico de otite media]. Rev. Soc. Bras. Fonoaudiol. 2007;12(1):41-7. https://doi.org/10.1590/S1516-80342007000100009.

Del Prette A, Del Prette ZAP. Aprendizagem socioemocional na infância e prevenção da violência: Questões conceituais e metodologia da intervenção. In: Del Prette A, Del Prette ZAP (eds.). Habilidades sociais, desenvolvimento e aprendizagem. Campinas: Alínea; 2003. p. 83-127.

Bartholomeu D, Montiel JM, Néia S, Silva MCR. Social Skills and School Performance in Portuguese and Mathematics in Elementary School Students. Temas Psicol. 2016;24(4):1359-73. https://doi.org/10.9788/TP2016.4-09En.

Molina RCM, Del Prette ZAP. Funcionalidade da relação entre habilidades sociais e dificuldades de aprendizagem. Psico-USF. 2006;11(1):53-63. Available from: https://www.scielo.br/pdf/pusf/v11n1/v11n1a07 Accessed in 2020 (Sep 10).

Downloads

Published

2021-05-06

How to Cite

1.
Zuanetti PA, Avezum MDM de M, Ferretti MI, Pontes-Fernandes AC, Nune MEN, Liporaci NM, Fukuda MTH, Hamad APA. Development of language and arithmetic skills: risk and protective factors. Comparative cross-sectional study. Sao Paulo Med J [Internet]. 2021 May 6 [cited 2025 Mar. 9];139(3):210-7. Available from: https://periodicosapm.emnuvens.com.br/spmj/article/view/439

Issue

Section

Original Article