Development of language and arithmetic skills: risk and protective factors. Comparative cross-sectional study

Abstract

Language is a complex cognitive function, characterized by a system of principles and rules that enable people to code their meaning in a symbol, and vice-versa. 1 It has both expressive and receptive components. 1 Under a natural course, oral language skills are developed first (pragmatic, phonological, morphosyntactic and semantic aspects), and then metalinguistic and written language skills are acquired. Arithmetic skills, in turn, are related to numerical properties and operations. 1 To develop arithmetic skills, three different systems are recruited, depending on the task: a nonverbal system (responsible for presenting the relationship between numbers); a verbal system (the numbers are expressed as a type of word); and a visual system (numbers can be decoded as Arabic numerals). 2 Development of the abovementioned cognitive skills is of utmost importance to the life of every human being within literate society. 3 For these skills to be adequately developed, children need to be integrated into various environments, and to acquire other levels of development. Recent reports have shown prevalences of alterations in written language and/or arithmetic performance of approximately 22% among Indian schoolchildren 4 and 54% among Brazilian schoolchildren. 5 Regarding the prevalence of specific learning disorders (dyslexia and/or dyscalculia), the same studies stated that the percentage was 3% in Brazil, 5 9% in Turkish-born children 6 and 7.5% in India 4. They also showed that high rates of comorbidities were present in children with

Attention-Deficit Hyperactivity Disorder (ADHD) versus Specific Learning Disorder-Reading Subtype (Dyslexia): performance in writing tasks

“…They can use other cognitive and environmental resources, enabling the satisfactory development of written language at basic levels (such as reading and writing words). A study that addressed risk and protective factors for the development of oral/written language concluded that social/maternal variables, such as teenage pregnancy and low maternal education, are the most significant risk factors for oral/written language deficits, rather than the signs and symptoms of attention and/or hyperactivity 26 .…”

Transtorno do Déficit de Atenção e Hiperatividade (TDAH) versus Transtorno Específico de Aprendizagem - Subtipo Leitura (Dislexia): desempenho em tarefas de escrita

“…Apesar de o diagnóstico de TDAH ser um dos diagnósticos mais prevalentes em crianças com queixas escolares/comportamentais (aproximadamente 40%) 10 , muitas crianças com TDAH não apresentam prejuízos em tarefas de leitura/escrita, como o observado neste estudo (58% das crianças com TDAH apresentavam adequado domínio da escrita), pois elas conseguem utilizar outros recursos cognitivos e recursos de seu ambiente, fazendo com que o desenvolvimento da linguagem escrita em níveis básicos (exemplo: leitura e escrita de palavras) ocorra de forma satisfatória. Em um estudo que abordou fatores de risco e de proteção para o desenvolvimento da linguagem oral/escrita, conclui-se que variáveis sociais/maternas, tais como, gravidez na adolescência e baixa escolaridade materna são fatores de risco mais significativos para o déficit em linguagem oral/escrita que a presença de sinais/sintomas de atenção e/ou hiperatividade 26 .…”

Pelatihan Literasi Digital Di Media Sosial Bagi Generasi Muda Untuk Membangun Budaya Kesantunan

“…Para ahli bahasa mulai mengkaji ihwal fungsi bahasa sebagai pembentuk realitas, bahkan dapat dikatakan bahasa membentuk melampaui batas realitas yang dikenal dengan istilah hiperrealitas (Lazzini et al, 2022). Bahasa memiliki fungsi protektif (Zuanetti et al, 2021) sehingga dapat berfungsi sebagai alat (McNeil, 2017;Mdzanga & Moeng, 2020;Obianika, 2020). Perkembangan selanjutnya, bahasa bahkan dapat mengubah dan mengonstruksi keadaan.…”