Early language and reading abilities have been shown to correlate with a variety of musical skills and elements of music perception in children. It has also been shown that reading impaired children can show difficulties with music perception. However, it is still unclear to what extent different aspects of music perception are associated with language and reading abilities. Here we investigated the relationship between cognitive-linguistic abilities and a music discrimination task that preserves an ecologically valid musical experience. 43 Portuguese-speaking students from an elementary school in Brazil participated in this study. Children completed a comprehensive cognitive-linguistic battery of assessments. The music task was presented live in the music classroom, and children were asked to code sequences of four sounds on the guitar. Results show a strong relationship between performance on the music task and a number of linguistic variables. A principle component analysis of the cognitive-linguistic battery revealed that the strongest component (Prin1) accounted for 33% of the variance and Prin1 was significantly related to the music task. Highest loadings on Prin1 were found for reading measures such as Reading Speed and Reading Accuracy. Interestingly, 22 children recorded responses for more than four sounds within a trial on the music task, which was classified as Superfluous Responses (SR). SR was negatively correlated with a variety of linguistic variables and showed a negative correlation with Prin1. When analyzing children with and without SR separately, only children with SR showed a significant correlation between Prin1 and the music task. Our results provide implications for the use of an ecologically valid music-based screening tool for the early identification of reading disabilities in a classroom setting.

A population of 1398 Canchim (CA) cattle was genotyped to assess the association of an insulin-like growth factor 1 (IGF1) gene microsatellite with phenotypic variation and estimated breeding values of pre-weaning, weaning and post-weaning growth traits. After an initial analysis, the IGF1 genotype only had a significant effect (P < 0.05) on birth weight (BW) and weaning weight adjusted to 240 days (WW240). For these two traits, direct and maternal breeding values were estimated using the restricted maximum likelihood (reml). Two analyses were carried out. In the first (Model I), all fixed effects were fitted. In the second (Model II), the fixed effect of the IGF1 genotype was omitted. The estimated genetic and phenotypic components of variance were similar for every trait in both models. For Model I, estimated direct and maternal heritabilities were 0.26 and 0.16 for BW and 0.23 and 0.14 for WW240 respectively. The genetic and phenotypic correlations between BW and WW240 were 0.38 and 0.38 (Model I) and 0.19 and 0.38 (Model II) respectively. Fifty animals were classified according to their direct and maternal breeding values for both traits. Spearman rank-order correlation between animal rankings in the two models was used to assess the effect of including the IGF1 genotype in the model. Non-significant values from this correlation were indicative of a difference in breeding value rankings between the two approaches. The IGF1 gene was found to be associated with phenotypic variation and breeding values in the early phase of growth.

Current response to intervention models (RTIs) favor a three-tier system. In general, Tier 1 consists of evidence-based, effective reading instruction in the classroom and universal screening of all students at the beginning of the grade level to identify children for early intervention. Non-responders to Tier 1 receive small-group tutoring in Tier 2. Non-responders to Tier 2 are given still more intensive, individual intervention in Tier 3. Limited time, personnel and financial resources derail RTI’s implementation in Brazilian schools because this approach involves procedures that require extra time and extra personnel in all three tiers, including screening tools which normally consist of tasks administered individually. We explored the accuracy of collectively and easily administered screening tools for the early identification of second graders at risk for dyslexia in a two-stage screening model. A first-stage universal screening based on collectively administered curriculum-based measurements was used in 45 7 years old early Portuguese readers from 4 second-grade classrooms at the beginning of the school year and identified an at-risk group of 13 academic low-achievers. Collectively administered tasks based on phonological judgments by matching figures and figures to spoken words [alternative tools for educators (ATE)] and a comprehensive cognitive-linguistic battery of collective and individual assessments were both administered to all children and constituted the second-stage screening. Low-achievement on ATE tasks and on collectively administered writing tasks (scores at the 25th percentile) showed good sensitivity (true positives) and specificity (true negatives) to poor literacy status defined as scores ≤1 SD below the mean on literacy abilities at the end of fifth grade. These results provide implications for the use of a collectively administered screening tool for the early identification of children at risk for dyslexia in a classroom setting.

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