Performance of children with typical language development in tasks of production and understanding relative clauses in relation to school performance

Abstract

Objective: To analyze the performance of children with typical language development, in production tasks and in the understanding of relative clauses, comparing with school performance. Methods: This study included 30 children, aged between 4: 0 and 8:11 (years: months). A phonological evaluation of the child (AFC), articulatory examination, relative sentence comprehension test, relative sentence production test, oral language evaluation and auditory screening were performed. For analysis of school performance, a scale of 1 to 5 was given to the teacher responsible for the child. Afterwards, the children were selected according to inclusion criteria and divided by school performance. Samples were analyzed statistically, performing tests comparing school performance and understanding of relative sentences. Results: In the comparison between the school performance and the comprehension test, there was a statistical difference, indicating that the better the school performance, the better the test for understanding relative sentences. In the comparison of school performance with production, there was no significant statistical difference. Conclusion: School performance interferes in the understanding of relative clauses and the better the school performance, the better the performance of children in the test of relative sentence comprehension. As for production, school performance does not interfere.