Practice of phonological intervention associated to reading in learning difficulties
DOI:
https://doi.org/10.19180/1809-2667.v22n22020p355-367Keywords:
Learning, Reading, Child Development, Speech, Language and Hearing Sciences, EducationAbstract
Learning difficulties are a relevant theme in formal education, motivating research to identify and intervene in school failure, as one considers the vulnerability of education and the effects of learning. The aim of the study was to compare the effectiveness of a phonological intervention associated with reading in students with and without learning difficulties. Participants were 20 students from the 3rd year of a public elementary school, distributed in GI – 10 students without learning difficulties, and GII – 10 students with learning difficulties. The evaluation was based on the Cognitive-Linguistic Skills Assessment Protocol and the Reading Comprehension Protocol. For intervention, the Phonological Intervention Program and Reading Training was used. Results show significant performance for GI and GII in intragroup comparison for pre and post-testing. This indicates that the phonological intervention associated with reading training was beneficial to students with and without learning disabilities, presenting averages of superior performance in post-testing. We conclude that the phonological intervention associated with reading training improved the performance of skills necessary for literacy in students with and without learning disabilities.Downloads
References
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