Efficacy of phonological awareness intervention in students at risk for dyslexia
Keywords:
Evaluation, Reading, DyslexiaAbstract
Purpose: This study aimed to verify the effectiveness of an intervention program on phonological awareness of students at risk for dyslexia. Method: The study included 27 students from 1st grade of municipal schools in the city of Marília-SP, of both genders, aged from 7 years to 7 years and 11 months old. In case of pre-and post-testing, all students were subject to testing for early identification of reading problems. The students who performed below 51% in the early identification of problems in reading test were subject to intervention in phonological awareness based on the evidence of CONFIAS. Thus, the students were divided into: GI: composed of 17 students not subject to the intervention program and GII: composed of 10 students submitted to the plan of action. Results: Results showed statistically significant difference between the expected and obtained scores for all subtests of the Test. The GI showed statistically significant differences in subtests of producing rhyme, phonemic segmentation and reading of words, while the GII showed statistically significant differences in subtests of producing rhyme, phonemic segmentation and reading of words. Conclusion: The test for early identification of problems of reading prepared for this study was effective for the verification of the signs of dyslexia in school, and completion of the intervention program was effective in phonological awareness for children with signs of dyslexia. This is evidenced by the improvement of cognitive-linguistic skills at post-test compared to pre-testing.Downloads
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Copyright (c) 2009 Regiane Kobal de Oliveira Alves Cardoso, Simone Aparecida Capellini
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