Written Language And Self-Reported Vocal Deviations In Elementary School Students.

Authors

Ana Flávia Becker, Simone Nicolini de Simoni, Carla Aparecida Cielo

Published in

Journal of voice : official journal of the Voice Foundation. Nov 11, 2026. Epub Nov 11, 2026.

Abstract

The aim of this study was to characterize reading, writing, and voice-related outcomes and to explore potential relationships among these variables in elementary school students.
This cross-sectional quantitative study included 73 schoolchildren of both sexes, aged six to 12 years, and 42 parents/caregivers. The following instruments were administered: Isolated Word and Pseudoword Reading Test (LPI); Writing Under Dictation Test (PED-VR); Pediatric Voice Symptom Questionnaire (PVSQ); and Pediatric Voice-Related Quality of Life (PVRQOL). Data were analyzed using the Kolmogorov-Smirnov test, Chi-square test, Pearson's correlation coefficient, and the Z-test for Two Proportions, with Bonferroni correction for multiple comparisons. The significance level was set at 5% (P < 0.05).
The results showed that the mean age of the sample was 8.19 years, with a similar distribution across school grades and a predominance of females. In writing, average performance predominated, although low and very low classifications were also observed. In reading, the classification "suggestive of risk for deficit" was the most frequent when considering school grade, whereas the classification "normal" predominated when considering chronological age. Regarding voice, a higher frequency of vocal symptoms was reported by the children than by their parents/caregivers, with a predominance of the "deviant" classification on the PVSQ and normal parent-reported scores across the PVRQOL domains. No significant association was found between vocal measures and reading or writing performance.
The schoolchildren evaluated in this study showed greater impairment in reading tasks, whereas writing performance was predominantly classified as average, although low and very low performances were also identified. A high frequency of self-reported vocal symptoms was observed according to both the schoolchildren and their parents/caregivers, contrasting with the predominance of parent-reported scores suggestive of preserved voice-related quality of life. Furthermore, no associations were found between vocal aspects and reading and writing performance.

PMID:
43015160
Bibliographic data and abstract were imported from PubMed on 12 Nov 2026.

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