Phonological Skills Training in Schoolchildren at Risk for Dyslexia
Keywords:
Dyslexia, Language Disorders, Language Development Disorders, ReadingAbstract
Purpose: The present study aimed to verify the effectiveness of a phonological skills training in students at risk for dyslexia. Methods: A total of 60 students of a municipal public school participated in the study, from 1st grade, both genders, ranging from 6 to 7 years old. In this study the Brazilian adaptation of the research was accomplished on training of phonological skills composed of pre-testing, intervention and post-testing. In pre-test situation and post-testing, the students were submitted to the test for the early identification of reading problems and those that presented performance inferior to 51% of the tests were divided into GI: 19 students submitted to the phonological skills training; and into GII: 41 students not submitted to the phonological skills training. Results: The results revealed statistically significant differences, evidencing that out of the 19 students submitted to the training of phonological skills, 16 presented better performance in situation of post-testing. Only 3 students did not respond to the proposed intervention, being submitted to interdisciplinary evaluation. Conclusion: The improvement of the phonological skills and of reading in situation of post-testing in relation to the pre-testing proves the effectiveness of the phonological skills training in students at risk for dyslexia.
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Copyright (c) 2011 Cintia Cristina Fadini, Simone Aparecida Capellini
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