Effects of a Phonics Intervention in Students with Difficulties in Literacy

• Autor(a) principal: Barrera, Sylvia Domingos
• Data de Publicação: 2012
• Outros Autores: Justino, Maria Inês de Souza Vitorino
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Psicologia (Universidade de Brasília. Online)
• Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/17577
• topic: Psicologia; Psicologia Educacional; Alfabetização; Consciência fonológica; Fracasso escolar; Método fônico; Literacy; Phonological awareness; School failure; Phonics

This study evaluated the effects of an intervention based on phonics approach associated with phonological awareness given to students with serious gaps in literacy. The 31 participants had a mean age of 11.9 years and were attending 4th to 8th grades of elementary school. The research comprised three phases: pre-test, intervention and post-test. In the pre-test letter knowledge, phonological awareness, reading and writing abilities were assessed. The intervention occurred during two hours per week, for a 10 month period. In the post-test, a reassessment of the same abilities of the pre-test was performed. Statistical analysis showed significant differences between pre and post-test for all abilities evaluated, suggesting the efficacy of the intervention in increasing the literacy abilities of the participants.