Treinamento de habilidades fonológicas e correspondência grafema-fonema em crianças de risco para dislexia
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Data
2011-04-01
Autores
Fukuda, Maryse Tomoko Matsuzawa [UNESP]
Capellini, Simone Aparecida [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
CEFAC Saúde e Educação
Resumo
OBJETIVO: verificar a eficácia do programa de treinamento fonológico e correspondência grafema-fonema em crianças de risco para dislexia da 1ª série. MÉTODOS: participaram deste estudo 30 crianças de 1ª série de ensino público, de ambos os gêneros, na faixa etária de 6 a 7 anos de idade. Neste estudo foi realizada a adaptação brasileira da pesquisa sobre treinamento de habilidades fonológicas e correspondência grafema-fonema composta de pré-testagem, intervenção e pós-testagem. em situação de pré e pós-testagem, todas as crianças foram submetidas à aplicação do teste para identificação precoce dos problemas de leitura e aquelas que apresentaram desempenho inferior a 51% das provas do teste foram divididas em Grupo I (GI): composto por 15 crianças submetidas ao programa de treinamento; e em Grupo II (GII): composto por 15 crianças não submetidas ao programa de treinamento. RESULTADOS: os resultados desse estudo revelaram diferenças estatisticamente significantes, evidenciando que das 15 crianças submetidas ao programa, apenas uma não respondeu à intervenção proposta, sendo submetida, portanto, à avaliação interdisciplinar e confirmado o diagnóstico de dislexia. CONCLUSÃO: a realização do programa de treinamento das habilidades fonológicas e correspondência grafema-fonema foi eficaz para a identificação das crianças com sinais de dislexia, comprovado pela melhora das habilidades fonológicas e leitura em situação de pós-testagem em relação à pré-testagem, evidenciando que quando é fornecida a instrução formal do princípio alfabético associado ao principio de conversão letra-som da Língua Portuguesa, as crianças que não apresentam dislexia deixam de apresentar suas manifestações com resposta à instrução formal do princípio alfabético.
PURPOSE: to check the efficacy of the phonological training and grapheme-phoneme correspondence program in first-grade children under dyslexia risk. METHODS: thirty municipal public study students of both genders from 1st grade took part, ranging from 6 to 7 year old. In this study we used the Brazilian adaptation of the research on phonological abilities training and grapheme-phoneme correspondence composed of pre-testing, training, and post-testing. In the pre and post-testing situation, all children were submitted to the test for early identification of reading problems and those who presented less than 51% of the tasks of the test were divided into Group I (GI): consisted of 15 children who were submitted to the training program; and Group II (GII): consisted of 15 children who were not submitted to the training program. RESULTS: the results of this study demonstrated statistically significant differences, indicating that from 15 children who were submitted to the program, just 1 child did not answer the proposed intervention, being submitted to interdisciplinary evaluation and confirmed the dyslexia diagnosis. CONCLUSION: the phonological ability training and grapheme-phoneme correspondence program were effective for identifying children with dyslexia symptoms, proven by the improvement of the phonological abilities and of reading in the post-testing situation compared to pre-testing, indicating that when the formal instruction concerning the alphabetical principle of the Portuguese language is provided, children who do not show dyslexia stop demonstrating such manifestations as an answer to the formal instruction of the alphabetical principle.
PURPOSE: to check the efficacy of the phonological training and grapheme-phoneme correspondence program in first-grade children under dyslexia risk. METHODS: thirty municipal public study students of both genders from 1st grade took part, ranging from 6 to 7 year old. In this study we used the Brazilian adaptation of the research on phonological abilities training and grapheme-phoneme correspondence composed of pre-testing, training, and post-testing. In the pre and post-testing situation, all children were submitted to the test for early identification of reading problems and those who presented less than 51% of the tasks of the test were divided into Group I (GI): consisted of 15 children who were submitted to the training program; and Group II (GII): consisted of 15 children who were not submitted to the training program. RESULTS: the results of this study demonstrated statistically significant differences, indicating that from 15 children who were submitted to the program, just 1 child did not answer the proposed intervention, being submitted to interdisciplinary evaluation and confirmed the dyslexia diagnosis. CONCLUSION: the phonological ability training and grapheme-phoneme correspondence program were effective for identifying children with dyslexia symptoms, proven by the improvement of the phonological abilities and of reading in the post-testing situation compared to pre-testing, indicating that when the formal instruction concerning the alphabetical principle of the Portuguese language is provided, children who do not show dyslexia stop demonstrating such manifestations as an answer to the formal instruction of the alphabetical principle.
Descrição
Palavras-chave
Dislexia, Avaliação, Intervenção Precoce, Leitura, Criança, Dyslexia, Evaluation, Early Intervention, Reading, Child
Como citar
Revista CEFAC. CEFAC Saúde e Educação, v. 13, n. 2, p. 227-235, 2011.