PURPOSE: To elaborate a procedure of metaphonological evaluation, and to characterize the performance of students with developmental dyslexia, learning disabilities and learning difficulties and good readers in this evaluation. METHODS: Metaphonological abilities tests were elaborated based on the necessary skills for reading and writing development. Participants were 134 students from 3rd to 5th grades of elementary school of both genders, with ages between 7 and 13 years, divided into GI (20 students with developmental dyslexia), GII (20 students with learning disabilities), GIII (20 students with learning difficulties) and GIV (74 good readers). The assessment of metaphonological abilities - PROHFON - was applied. RESULTS: Students from GI and GII differed from GIV in most of the tests; GI differed from GII only in the phonemic synthesis and analysis test, and from GIII in abilities of deletion and combination of phonemes. GIII differed from GIV in counting, identification, rhyming, deletion, and combination abilities. CONCLUSION: Students with developmental dyslexia, learning disabilities and learning difficulties, and good readers showed similar performances in identification, counting and combining phonemes, rhyme and alliteration abilities. The groups differed from each other regarding syllabic (counting, identification, synthesis and analysis, deletion, combination) and phonemic (deletion, synthesis and analysis) abilities. The PROHFON contributed to characterize the metaphonological profile of students with different learning deficits.
Evaluation; Learning; Dyslexia; Learning disabilities; Education
