Revisão sistemática: estratégias de intervenção fonoaudiológica em alfabetizandos com dificuldades de aprendizagem

• Autor(a) principal: Lucca, Treyce Rosemary Christina Vicente De
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/11968
• topic: Dificuldade de aprendizagem; Transtornos de aprendizagem; Revisão sistemática; Sanção; Learning disabilities; Learning disorders; Speech therapy; Systematic review; Sanction; CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA

This Project is part in the line of research in Language and Subjectivity Of Postgraduate Program In Speech Pathology Of Pontifícia Universidade Católica de São Paulo (PUC-SP). It is a deployment of The Literacy Project and their Avatars, associated to the Observatory Education Program (OBEDUC). The writing acquisition by the child is beyond the age, since the subject, to be regarded as reader and writer, goes through a process that includes findings, successes and failures. Are the effects of these errors and successes that the child submit or not the rules of language and assume a tongue. Objective: Evaluate the therapeutic speech permissive intervention when compared with the prescriptive, optional and interdictive models of the use of reading and writing in learners with learning difficulties. Methodology: Type of study: A systematic review of randomized clinical trials and quasirandomized clinical trials. Search strategy: the following databases were searched: MEDLINE, CENTRAL, EMBASE LILACS, PSYCINFO e ERIC. Discernment for selection studies: clinical trials that evaluated any speech therapy techniques for learners with learning difficulties. Data collection and analysis: the extraction and evaluation of methodological quality of included studies performed by two independent reviewers. Results: 637 references were identified by the mean databases, resulting in 12 studies selected. In these studies was possible evidence a diversity regarding the efficacy of interventions. It is possible notice one or more means of intervention at the same search. In the selected studies there is not a significative differences concerning the sex of the research subjects. Most of the subjects analyzed were children or teenagers between 0 to 15 years of old. This is an expected factor, once this is the chronological age for the formation of a reader and a writer. Conclusion: It is possible note that the interventions practices are used by audiologists are not described of the way that are proposed by organizational model of the language symptoms in Speech. It was observed that all interventions are improvements related to learning, but we highlight the need for further studies to prove the efficacy, since research was found improvements by itself, beyond the same research suggest the need for future studies to validation of the results obtained