Escolares de risco para o transtorno de aprendizagem submetidos a um programa de remediação fonológica
OBJECTIVE: To analyze the efficacy of a phonological remediation program regarding phonological processing performance in students at risk for learning disorders. METHOD: Quantitative, longitudinal study of intervention, approved by the research ethics committee of the proposing institution. Partic...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR other |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/36054 |
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| Resumo: | OBJECTIVE: To analyze the efficacy of a phonological remediation program regarding phonological processing performance in students at risk for learning disorders. METHOD: Quantitative, longitudinal study of intervention, approved by the research ethics committee of the proposing institution. Participants were 17 children and
adolescents with a mean age of 10, 3 years (SD = 1.90), with complaints of learning difficulties. The skills of phonological awareness, access to the mental lexicon and phonological work memory were evaluated. The children underwent a remediation program in phonological skills and reading, divided in two stages, the first one consisting of 10 sessions, contemplating only phonological tasks and the remaining 10 sessions, include reading training to acquire the phonological route. The sessions were held twice a week for 60 minutes each, collectively, between 3 and 4 students per group. RESULTS: There was a higher incidence of males in the signs of risk for learning disorders; phonological aspects of phonological processing evidenced an
improvement in phonemic awareness and total tasks of the Confias instrument. There was a statistically significant difference in the post-intervention digit naming time and in the repetition of five syllables. CONCLUSION: The phonological remediation program demonstrated efficacy in children at risk for learning disorders, due to advances in the performance of phonological processing skills. However, there is
limitation in the study by the restriction of students submitted to the intervention, as well as by the analysis of the instruments directed to the phonological processing, requiring amplification to relate to reading acquisition. |
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