Habilidades de letramento após intervenção fonoaudiológica em crianças do 1º ano do ensino fundamental

Brito, Carmen Lúcia Romão; Uzêda, Catharina Pinto Queirós; Vieira, Jaqueline Gonçalves; Cavalheiro, Laura Giotto

doi:10.1590/s1516-80342010000100015

Cited by 14 publications

(14 citation statements)

References 9 publications

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“…Less common, however, not less relevant, are investigations addressed to the spelling errors, characterized not only by the type of errors but especially by the way it progresses during the process of writing (8)(9)(10) . Finally, there are studies addressed to the efficacy of speech language programs on the performance of students (11) . Besides the aforementioned analyses, other investigations have focused on the relationship between speech and writing (12) ; between spelling and literacy (13) ; the matter of authorship in writing (14) ; and the questioning regarding the criteria that should consider the errors in children's writing as pathological (15) .…”

Section: Introductionmentioning

confidence: 99%

Characteristics of the acquisition of sonorant consonants orthography in Brazilian children from a São Paulo municipality

Vaz

Pezarini

Paschoal

et al. 2015

CoDAS

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PURPOSE: To describe the spelling performance of children with regard to the record of sonorant consonants in Brazilian Portuguese language, to verify if the errors in their records were influenced by the accent in the word, and to categorize the kinds of errors found. METHODS: For this current survey, 801 text productions were selected as a result of the development of 14 different thematic proposals, prepared by 76 children from the first grade of primary school, in 2001, coming from two schools of a city from São Paulo, Brazil. Of these productions, all words with sonorant consonants in a syllabic position of simple onset were selected. They were then organized as they appeared as pre-tonic, tonic, and post-tonic syllables, unstressed and tonic monosyllables. RESULTS: The following was observed: the number of hits was extremely higher than that of errors; higher occurrence of errors in non-accented syllables; higher occurrence of phonological substitutions followed by omissions and, at last, orthographic substitutions; and higher number of substitutions that involved graphemes referring to the sonorant class. CONCLUSION: Considering the distribution of orthographic data between hits and errors, as well as their relationship with phonetic-phonological aspects, may contribute to the comprehension of school difficulties, which are usually found in the first years of literacy instruction.

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Section: Introductionmentioning

confidence: 99%

Characteristics of the acquisition of sonorant consonants orthography in Brazilian children from a São Paulo municipality

Vaz

Pezarini

Paschoal

et al. 2015

CoDAS

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“…For students of the group GII, the ability of discriminate auditory stimuli and of processing auditory information is more compromised due to the frame of phonological disorder, however, when worked the sound discrimination in the early stages of literacy, the difficulty in distinguish and store information for hereafter use them in reading tasks, for example, becomes more effective because the phonological working memory is able to retain and manipulate information temporarily while participating in cognitive tasks such as reasoning, comprehension and learning 25,26 .…”

Section: Resultsmentioning

confidence: 99%

Eficácia de um programa de intervenção fonológica em escolares de risco para a dislexia

Silva

Capellini

2015

Rev. CEFAC

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RESUMO: Objetivo: verificar a eficácia de um programa de intervenção fonológica em escolares de risco para a dislexia. Métodos: participaram desse estudo 40 escolares do 1º ano do ensino fundamental, de ambos os gêneros, com idade entre 5 anos e 11 meses a 6 anos e 7 meses. Os escolares foram divididos em dois grupos: GI (20 escolares sem risco para dislexias) e GII (20 escolares com risco para dislexia), ambos os grupos foram submetidos ao programa de intervenção fonológica, composto por tarefas de identificação dos sons e das letras do alfabeto em sequência e em ordem aleatória, identificação e produção de rima, produção de rima com frases, identificação e manipulação de palavras, identificação e produção de sílabas, segmentação e análise silábica, identificação e segmentação fonêmica, substituição, síntese, análise e discriminação fonêmica. Em situação de pré e pós-testagem, todos os sujeitos desse estudo foram submetidos à aplicação do Protocolo de Avaliação das Habilidades Cognitivo-Liguísticas - versão coletiva e individual. Resultados: na comparação da pré com a pós-testagem do desempenho dos escolares de GI e GII, houve diferença estatística para os subtestes das habilidades de leitura, escrita, consciência fonológica, processamento auditivo e velocidade de processamento, indicando média de desempenho superior para GII na pós-testagem comparada a pré-testagem. Conclusão: o programa de intervenção fonológica foi eficaz para os escolares de risco para a dislexia, pois, possibilitou o desenvolvimento da consciência fonológica por meio do trabalho interventivo, auxiliando na aquisição das habilidades necessárias para o aprendizado da leitura e da escrita.

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“…This indicates a better performance average for students in the GI group, possibly due to the intervention done. In contrast, the maintenance of performance averages for students in the GII group suggests a difficulty in processing visual stimuli, which may be due to a change in the visual processing of the information, which is a difficulty found in children with dyslexia, which could justify the performance of this group 6,10,[21][22][23] .…”

Section: Meanmentioning

confidence: 87%

“…Thus, the type of stimulus offered during the intervention was efficient to increase the mean of performance in specific activities of phonological awareness related to learning, but they were not sufficient to reach the performance of the students without risk for dyslexia 20,21 .…”

Section: Meanmentioning

confidence: 99%

Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia

Silva

Capellini

2017

J. Hum. Growth Dev.

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Introduction: Studies on students at risk for dyslexia have increased as well as the interest in verifying whether tasks involving a phonological basis can favor the performance of these students in the initial literacy process.Objective: Evaluate the performance of students with and without risk of dyslexia in metalinguistic tasks. Methods:Participants of this study were 40 students, aged between 5-6 years, enrolled in the 1st year of elementary school, divided into two groups, GI: composed of 20 students without risk of dyslexia and GII: composed of 20 students at risk of dyslexia, both groups were submitted to the Evaluation Cognitive Linguistic Skills Protocol -collective and individual version (adapted), and phonological intervention composed of tasks of relation letter/sound alphabet in sequence and in random order, rhyme, identification and manipulation of words, identification and production of syllables, syllabic segmentation and analysis, identification and phonemic segmentation, substitution, synthesis, analysis and phonemic discrimination. Results: Indicated that the students from GI and GII showed statistically superior performance in the post testing compared to the performance obtained in the pre testing. Conclusion:The students at risk of dyslexia showed an increase in the mean of performance after the intervention, however, when compared with the performance of the students without risk for dyslexia, they presented inferior performance, indicating that, even after have underwent to the intervention, they did not reach the mean of performance of students without risk for dyslexia in metalinguistic tests. Open acess Keywords 199Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia J Hum Growth Dev. 2017; 27(2): 198-205

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Habilidades de letramento após intervenção fonoaudiológica em crianças do 1º ano do ensino fundamental

Cited by 14 publications

References 9 publications

Characteristics of the acquisition of sonorant consonants orthography in Brazilian children from a São Paulo municipality

Characteristics of the acquisition of sonorant consonants orthography in Brazilian children from a São Paulo municipality

Eficácia de um programa de intervenção fonológica em escolares de risco para a dislexia

Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia

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