Phonological remediation program in students with developmental dyslexia
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Data
2008-01-01
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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 - Gle with 6 students with developmental dyslexia who were submitted to the program; and Glc 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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Dyslexia, Intervention, Learning, Brazil, child, clinical trial, controlled clinical trial, controlled study, dyslexia, educational model, female, health care quality, human, language test, learning, linguistics, male, methodology, neuropsychological test, nonparametric test, phonation, physiology, psychological aspect, randomized controlled trial, reading, speech perception, standard, student, teaching, Child, Female, Humans, Language Tests, Linguistics, Male, Models, Educational, Neuropsychological Tests, Phonation, Program Evaluation, Reading, Remedial Teaching, Speech Perception, Statistics, Nonparametric, Students
Como citar
Pro-Fono, v. 20, n. 1, p. 31-36, 2008.