Neuropsychological performance of children with or without risk for post-pandemic reading problems

Abstract

The objective was to compare the neuropsychological profile of 1st and 2nd grade elementary school students with and without risk for reading difficulties, in the context of school reopening after the COVID-19 pandemic. The study included 95 children from the 1st grade and 73 children from the 2nd grade. Risk screening was conducted remotely using the IPPL through the Google Meet platform, while the NEUPSILIN-Inf was administered in person. Children at risk for reading difficulties showed poorer performance. The variations observed in neuropsychological functions showed a small effect in semantic memory and the inhibitory control, followed by a medium effect in orientation, attention, memory, visuoconstructive skills, arithmetic skills, and verbal fluency. A large effect was observed in oral language, written language, and working memory skills. Considering the post-COVID-19 context and the learning risks related to reading in early grade students, the study found differences between the groups with and without risk for reading difficulties, with better performance among students not at risk, and effect sizes ranging from small to large across all neuropsychological functions assessed by the NEUPSILIN-Inf.