Written production analysis of children with developmental dyslexia submitted to a computerized phonological intervention

Abstract

Introduction: Writing deficits are common in dyslexic children es pe ­cially in orthographic and phonological coding domains. Procedures of psy chopedagogy assessment should consider the semiology of spelling errors to promote the effective development these skills. Interventional programs focused on phonological processing contribute to improvement in written language skills of dyslexics. Purpose: This study aimed to measure changes in the pattern of dyslexic writing submitted to the intervention with the computed phonic literacy software through analysis of types of or thographic errors. Methods: Twenty dyslexics children (average age 11.7) were assessed by reading and writing tasks and were divided in two groups paired by age, sex and schooling. The G1 (n=10) was submitted in 16 weekly sessions to intervention. All the subjects were reevaluated after the intervention. Results: Analysis of the first evaluation indicated that both groups had the same level of writing. In the second evaluation, was significant increase of writing speed in G1. There were no significant differences to increase the number of correct responses and reduction of spelling errors by the categories analyzed, although there is a decrease in average errors per word and in categories of two­way matching, omission of segment, contextual regular correspondence, independent correspondence irregular rules and overcorrection. This data are discussed considering the psychoeducational intervention model, the number of sessions and the skills trained. Conclusion: The use of Phonics Computer Literacy software can improves the development of writing in dyslexic children in conjunction with the spelling skills training.