CONCLUSION: The CG showed a better performance in all questions of the false belief test, when compared to the DG. Thus, it was possible to evaluate false belief in children with Down syndrome.
Advances in neuroscience and psycholinguistic studies have contributed to a better understanding of relevant processes envolved in an efficient reading. Nevertheless, clinic professionals not always have access to this information in a systematic way. Reading development, assessment and intervention have been widely influenced by scientific evidence, bringing together a necessary link between theory and speech-language pathology practice. Therefore, the purpose of the present study was to gather relevant information towards the understanding of reading processing, especially regarding the development of reading fluency, through a critical literary review in this area.