Programa de remediação fonológica em escolares com dislexia do desenvolvimento

Cíntia Alves Salgado · Simone Aparecida Capellini

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Reading and Literacy Development Language Development and Disorders Developmental and Educational Neuropsychology

Abstract

BACKGROUND: program for phonological remediation in developmental dyslexia. AIM: to verify the efficacy of a program for phonological remediation in students with developmental dyslexia. Specific goals of this study involved the comparison of the linguistic-cognitive performance of students with developmental dyslexia with that of students considered good readers; to compare the results obtained in pre and post-testing situations of students with dyslexia who were and were not submitted to the program; and to compare the results obtained with the phonological remediation program in students with developmental dyslexia to those obtained in good readers. METHOD: participants of this study were 24 students who were divided as follows: Group I (GI) was divided in two other groups - GIe with 6 students with developmental dyslexia who were submitted to the program; and GIc with 6 students with developmental dyslexia who were not submitted to the program; Group II (GII) was also divided in two other groups - GIIe with 6 good readers who were submitted to the program, and GIIc with 6 good readers who were not submitted to the program. The phonological remediation program (Gonzalez & Rosquete, 2002) was developed in three stages: pre-testing, training and post-testing. RESULTS: results indicate that GI presented a lower performance in phonological skills, reading and writing when compared to GII in the pre-testing situation. However, GIe presented a similar performance to that of GII in the post-testing situation, indicating the effectiveness of the phonological remediation program in students with developmental dyslexia. CONCLUSION: this study made evident the effectiveness of the phonological remediation program in students with developmental dyslexia.

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References

2003Diagnostic and Statistical Manual of Mental Disorders (DSM-IV)2003Family Risk of Dyslexia Is Continuous: Individual Differences in the Precursors of Reading Skill 2006Do Different Components of Working Memory Underlie Different Subgroups of Reading Disabilities?2006The cognitive bases of learning to read and spell in Greek: Evidence from a longitudinal study 2005Assessment and Early Instruction of Preschool Children at Risk for Reading Disability.2005Relationships Among Rapid Digit Naming, Phonological Processing, Motor Automaticity, and Speech Perception in Poor, Average, and Good Readers and Spellers 2006Italian developmental dyslexic and proficient readers: Where are the differences?2003Effect of intensive training on auditory processing and reading skills

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2008Eficácia do programa de remediação auditivo-visual computadorizado em escolares com dislexia

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