Using a screening tool to identify the auditory behavior of students who are learning to read and write

ABSTRACT Purpose: to analyze the use of a screening tool, by teachers, identify auditory behavior students who are learning read and write. Methods: cross-sectional study including 22 answered Fisher’s Auditory Problems Checklist (QFISHER). The analysis this questionnaire approached categories hearing, attention, memory, language, school performance. chi-square statistical test Mann-Whitney were used compare scores between age groups, considering 5% significance level. Results: performance had worst frequency in QFISHER (87.72%), followed attention (62.10%), language (60.53%), hearing (59.65%). median revealed worse assessment (100.0%) (60.0%). overall score was 66.7%. comparison groups did not reveal any significant difference for domains assessed. Conclusion: QFISHER, as tool children write, can behavioral changes suggestive processing disorder, broadening possibility early interventions.