Abstract
Introduction: The Covid-19 pandemic made discrepancies between the different educational realities more evident for schoolchildren in the beginning of literacy.
 Objective: to characterize the performance of cognitive-linguistic skills of students in early literacy phases during the pandemic.
 Methods: Twenty-two elementary school students participated in this study, distributed in GI 1st year students and 2nd year GII students, submitted to the application of the Cognitive-Linguistic Skills Assessment Protocol for students in the initial stage of literacy.
 Results: Students from GI and GII showed average performance for writing the name and writing the alphabet in sequence. The GI presented a refusal response for the subtests of word dictation, pseudoword dictation and picture dictation, word repetition and visual sequential memory of shapes and poor performance for alphabet recognition in random order and average performance for alphabet recognition in sequence. GII showed lower performance for the subtests of word dictation, pseudoword dictation, picture dictation and superior performance for alphabet recognition in random order, alphabet in sequence and visual sequential memory of shapes.
 Discussion: The appropriation of the letter-sound relationship mechanism raises questions, since it evidenced the difficulty of all students in cognitive-linguistic skills necessary for the full development of reading and writing in an alphabetic writing system such as Brazilian Portuguese .
 Conclusion: Students in the 1st and 2nd years showed lower performance in cognitive-linguistic skills important for learning reading and writing.
Highlights
Covid-19 spread rapidly around the world in 2020 and generated the unprecedented situation of 90% of the student population being isolated worldwide[1]
The procedure of this study was applied in person and followed the guidelines described in the Prope Normative Instruction no 01 in relation to the propagation of the Covid-19 virus, and the recommendations of the World Health Organization (WHO) regarding the correct use of personal protective equipment (PPE) by the researcher, such as: goggles, face shield, surgical mask, waterproof long-sleeved apron and procedure gloves
Especially in public education, many issues were raised on the agenda, such as the lack of infrastructure in schools, inequality in access to a good internet signal by families, since, according to the IPEA6, only 40% of students they were not able to take classes via remote learning, nor did they have the support of their parents to carry out activities using remote access
Summary
Covid-19 spread rapidly around the world in 2020 and generated the unprecedented situation of 90% of the student population being isolated worldwide[1]. In this pandemic scenario, social isolation was initiated as a measure of prevention and attenuation of the virus, among these measures, in addition to the closing of many educational institutions, the suspension of in-person classes and remote teaching were implemented[2]. As for remote learning, it was implemented on an emergency basis, that is, they will only return to the faceto-face format once the health crisis has been resolved or controlled, providing students with temporary access to educational content in a way that minimizes effects of social isolation on their education and learning[3]. The Covid-19 pandemic made the discrepancies between the different realities experienced by young students even more evident, access to virtual classes using more advanced digital tools and teachers trained to practice was not egalitarian or homogeneous between the systems of public and private education[2,3].
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