Metaphonological assessment and instruction in reading acquisition difficulties
Keywords:
Reading, Writing, Language development disorders., Language therapyAbstract
Recent studies have suggested that phonological processing skills are of paramount importance to reading and spelling skills, so that deficits in phonological processing may produce severe reading acquisition difficulties. In the present case study, a metaphonological instruction procedure was administered to a 9 year old student who presented severe reading and spelling acquisition difficulties and who had already failed school once. The intervention consisted of metaphonological instruction and phonics instruction, and aimed at fostering phonological awareness as well as knowledge of grapheme to phoneme correspondences in Portuguese. Intervention was found to have produced substantial improvements in reading, spelling, phonological awareness, phonological working memory, and arithmetic skills. Improvements were observed in all measures in both comparisons: the student compared to himself before intervention, and the student compared to his classmates. Such results suggest the efficacy of the present intervention in fostering literacy acquisition.
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