Grapheme-phoneme correspondence training in students at risk for dyslexia
Keywords:
Dyslexia, Evaluation, Intervention studies, ReadingAbstract
Purpose: To verify the efficacy of the grapheme-phoneme correspondence training program in students from 1st grade at risk for dyslexia. Methods: The participants of this study were 60 students from public schools, ranging from 6 to 7 years of age. In this study we adapted the research of grapheme-phoneme correspondence training. The grapheme-phoneme correspondence training program was adapted in three stages: pre-testing, training and post-testing. All the students were submitted to the test for early identification of reading problems; only 18 students showed difficulty in performing more than 51% of the test and were submitted to the training program. The students were divided as follows: Group I (GI) with 18 students who were submitted to the program; and group II (GII) with 42 students who were not submitted to the program. Results: There were statistically significant differences, suggesting that 18 students submitted to the program showed better performance in post-testing when compared to pre-testing. Conclusions: This study made evident the effectiveness of this program in students at risk for dyslexia, evidencing that when the formal instruction of the alphabetical principle of the Portuguese Language is provided, the student who does not present a dyslexia condition ceases to present such manifestations.Downloads
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Copyright (c) 2010 Daniele de Campos Refundini, Maíra Anelli Martins, Simone Aparecida Capellini
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