[Study of higher brain function in first grade students and its relationship with reading and writing acquisition].
BACKGROUND
The study of higher cortical functions gives valuable information and new insights in the understanding of the complex functioning of the central nervous system. Developmental neurological examination is an important semiologic tool in the evaluation of cortical functions.


OBJECTIVE
The main of this study was to evaluate, using the neurological developmental exam, cortical functions and their association with learning.


METHODS
This was an observational, analytic and transversal study with a random and proportional sample (484 children) of first grade students of Porto Alegre, Brazil. Chi-square and ANOVA tests were used, with a significant p value < 0.05.


CONCLUSIONS
Results show that altered neurologic performance disturbs reading and writing acquisition. This study, showed an association between altered neurological developmental examination and WISC subtests (numbers, figure completion and code), with learning disorders.
Guardiola
A
A
Departamento de Neurología, Fundação Facultad Federal de Ciências Médicas de Porto Alegre (FFFCMPA), Brasil.
Prates
L Z
LZ
Rotta
N T
NT
D001921:Brain / Q000502:physiology*; D001938:Brazil; D002648:Child; D002675:Child, Preschool; D003071:Cognition / Q000502:physiology*; D003430:Cross-Sectional Studies; D005260:Female; D007839:Functional Laterality / Q000502:physiology; D006801:Humans; D007858:Learning; D008297:Male; D013334:Students
Estudio de las funciones cerebrales superiores en escolares de Enseñanza Primaria y su relación con la alfabetización.