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This study aimed to obtain the first evidence of validity to the Test Identification Signs of Dyslexia (TISD). We investigated two groups of children, one without learning difficulties (n=9) and other with learning difficulties (n=11); the second group was selected due to possible risk of learning disabilities. Two instruments were used for data collection Academic Performance Test (TDE) and TISD. The results showed differences between groups in the scores of the subtests of reading, writing, calculation, phonological awareness, working memory and total, with better performance in the group without learning difficulties. Significant and negatives correlations between TDE and TISD was found. It was found that the TISD proved capable of differentiating the groups, as well as correlations obtained with another instrument that assessed similar constructs, the aim of this study was reached. Este estudio tuvo como objetivo obtener la primera evidencia de la validez de la Prueba de Identificación de Señales de Dislexia (TISD). Se evaluaron dos grupos de niños, uno sin dificultades de aprendizaje (n=9) y otro con dificultades de aprendizaje (n=11); se seleccionó este segundo grupo por su posible riesgo de trastornos del aprendizaje. Se utilizaron tres instrumentos para recopilar datos: hoja de identificación del niño, Test de Rendimiento Académico (TDE) y TISD. Los resultados mostraron diferencias entre los grupos en las puntuaciones de los subtests de lectura, escritura, cálculo, conciencia fonológica, memoria de trabajo y total, con un mejor rendimiento en el grupo sin dificultades de aprendizaje. Correlaciones significativas y negativas entre TISD y TDE fueran fundadas. Se encontró que la TISD demostró ser capaz de diferenciar los grupos, así como correlaciones obtenidas con otro instrumento que evaluó construcciones similares, con esto, se alcanzó el objetivo del estudio. O trabalho objetivou obter primeiras evidências de validade do Teste de Identificação de Sinais de Dislexia (TISD). Foram investigados dois grupos de crianças, um sem dificuldades de aprendizagem (n=9) e outro com dificuldades de aprendizagem (n=11), sendo o segundo selecionado em razão de possuir risco para transtornos de aprendizagem. Foram utilizados para coleta de dados o Teste de Desempenho Escolar (TDE) e TISD. Os resultados evidenciaram diferenças entre os grupos nos escores dos subtestes de Leitura, Escrita, Cálculo, Consciência Fonológica, Memória de trabalho e no Total, com melhor desempenho do grupo sem dificuldades de aprendizagem. Correlações significativas e negativas entre os subtestes do TDE e do TISD foram encontradas. Verificou-se que o TISD mostrou-se capaz de diferenciar os grupos, assim como obteve correlações com outro instrumento que avaliava construtos semelhantes, sendo o objetivo desse estudo alcançado.

Objective To investigate if students with developmental dyslexia (DD) have more behavior problems and depressive symptoms than students without learning difficulties. Method Participants were 61 students, aged 7-14 years, including 31 with interdisciplinary DD diagnosis and 30 without learning disabilities. We collected data from parents, using the children’s behavior checklist (CBCL), and from students, using the children’s depression inventory (CDI). Results The DD group had higher CBCL averages for anxiety, depression, withdrawal, rule-breaking behaviors, aggressiveness, and social, attentional and thought problems. They also showed higher results for the internalizing and externalizing categories, others and total. In the CDI, DD students had higher averages for total score and for the following symptoms: negative self-evaluation, guilt, suicidal thoughts, feeling concern, performance comparison, sleeping difficulties, fatigue, and problems in interacting with peers at school. Conclusions We discuss the results in terms of implications for DD diagnosis and intervention. Parent reports indicate a higher frequency of behavior problems in students with DD diagnosis. Those students also demonstrate more symptoms of depression than students without learning difficulties.