Effects of a Phonics Intervention in Students with Difficulties in Literacy
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Publication Date: | 2012 |
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Format: | Article |
Language: | por |
Source: | Psicologia (Universidade de Brasília. Online) |
Download full: | https://periodicos.unb.br/index.php/revistaptp/article/view/17577 |
Summary: | 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. |
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Effects of a Phonics Intervention in Students with Difficulties in LiteracyEfeitos de uma Intervenção na Abordagem Fônica em Alunos com Dificuldades de AlfabetizaçãoPsicologia; Psicologia EducacionalAlfabetizaçãoConsciência fonológicaFracasso escolarMétodo fônicoLiteracyPhonological awarenessSchool failurePhonicsThis 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.O estudo buscou avaliar os efeitos de uma intervenção, baseada no desenvolvimento da consciência fonológica e utilização de abordagem fônica, em alunos com graves defasagens na alfabetização. Participaram da pesquisa 31 alunos de 4ª. a 8ª. séries de uma escola pública, com idade média de 11,9 anos. A pesquisa seguiu o delineamento pré-teste/ intervenção/ pós-teste. No pré-teste foram avaliadas as habilidades de consciência fonológica, conhecimento de letras, leitura e escrita. A intervenção ocorreu em duas aulas semanais, de duas horas cada, durante 10 meses. No pós”“teste, foram reavaliadas as mesmas habilidades do pré-teste. Análises estatísticas mostraram diferenças significativas entre pré e pós-teste para todas as habilidades avaliadas, sugerindo a eficácia da intervenção realizada para a alfabetização dos participantes.Instituto de Psicologia - Universidade de Brasília2012-12-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/revistaptp/article/view/17577Psicologia: Teoria e Pesquisa; Vol. 28 No. 4 (2012): Revista Psicologia: teoria e pesquisa; 399-407Psicologia: Teoria e Pesquisa; Vol. 28 Núm. 4 (2012): Revista Psicologia: teoria e pesquisa; 399-407Psicologia: Teoria e Pesquisa; Vol. 28 No. 4 (2012): Revista Psicologia: teoria e pesquisa; 399-407Psicologia: Teoria e Pesquisa; v. 28 n. 4 (2012): Revista Psicologia: teoria e pesquisa; 399-4071806-34460102-3772reponame:Psicologia (Universidade de Brasília. Online)instname:Universidade de Brasília (UnB)instacron:UNBporhttps://periodicos.unb.br/index.php/revistaptp/article/view/17577/16089https://periodicos.unb.br/index.php/revistaptp/article/view/17577/16931Barrera, Sylvia DomingosJustino, Maria Inês de Souza Vitorinoinfo:eu-repo/semantics/openAccess2018-10-25T17:29:48Zoai:ojs.pkp.sfu.ca:article/17577Revistahttps://periodicos.unb.br/index.php/revistaptp/indexPUBhttps://periodicos.unb.br/index.php/revistaptp/oairevistaptp@gmail.com1806-34460102-3772opendoar:2018-10-25T17:29:48Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB)false |
dc.title.none.fl_str_mv |
Effects of a Phonics Intervention in Students with Difficulties in Literacy Efeitos de uma Intervenção na Abordagem Fônica em Alunos com Dificuldades de Alfabetização |
title |
Effects of a Phonics Intervention in Students with Difficulties in Literacy |
spellingShingle |
Effects of a Phonics Intervention in Students with Difficulties in Literacy Barrera, Sylvia Domingos Psicologia; Psicologia Educacional Alfabetização Consciência fonológica Fracasso escolar Método fônico Literacy Phonological awareness School failure Phonics |
title_short |
Effects of a Phonics Intervention in Students with Difficulties in Literacy |
title_full |
Effects of a Phonics Intervention in Students with Difficulties in Literacy |
title_fullStr |
Effects of a Phonics Intervention in Students with Difficulties in Literacy |
title_full_unstemmed |
Effects of a Phonics Intervention in Students with Difficulties in Literacy |
title_sort |
Effects of a Phonics Intervention in Students with Difficulties in Literacy |
author |
Barrera, Sylvia Domingos |
author_facet |
Barrera, Sylvia Domingos Justino, Maria Inês de Souza Vitorino |
author_role |
author |
author2 |
Justino, Maria Inês de Souza Vitorino |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Barrera, Sylvia Domingos Justino, Maria Inês de Souza Vitorino |
dc.subject.por.fl_str_mv |
Psicologia; Psicologia Educacional Alfabetização Consciência fonológica Fracasso escolar Método fônico Literacy Phonological awareness School failure Phonics |
topic |
Psicologia; Psicologia Educacional Alfabetização Consciência fonológica Fracasso escolar Método fônico Literacy Phonological awareness School failure Phonics |
description |
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. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-12-17 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.unb.br/index.php/revistaptp/article/view/17577 |
url |
https://periodicos.unb.br/index.php/revistaptp/article/view/17577 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unb.br/index.php/revistaptp/article/view/17577/16089 https://periodicos.unb.br/index.php/revistaptp/article/view/17577/16931 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Instituto de Psicologia - Universidade de Brasília |
publisher.none.fl_str_mv |
Instituto de Psicologia - Universidade de Brasília |
dc.source.none.fl_str_mv |
Psicologia: Teoria e Pesquisa; Vol. 28 No. 4 (2012): Revista Psicologia: teoria e pesquisa; 399-407 Psicologia: Teoria e Pesquisa; Vol. 28 Núm. 4 (2012): Revista Psicologia: teoria e pesquisa; 399-407 Psicologia: Teoria e Pesquisa; Vol. 28 No. 4 (2012): Revista Psicologia: teoria e pesquisa; 399-407 Psicologia: Teoria e Pesquisa; v. 28 n. 4 (2012): Revista Psicologia: teoria e pesquisa; 399-407 1806-3446 0102-3772 reponame:Psicologia (Universidade de Brasília. Online) instname:Universidade de Brasília (UnB) instacron:UNB |
instname_str |
Universidade de Brasília (UnB) |
instacron_str |
UNB |
institution |
UNB |
reponame_str |
Psicologia (Universidade de Brasília. Online) |
collection |
Psicologia (Universidade de Brasília. Online) |
repository.name.fl_str_mv |
Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB) |
repository.mail.fl_str_mv |
revistaptp@gmail.com |
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1800211712312344576 |