Desempenho de escolares com dislexia: programas de intervenção metalinguistico e de leitura
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Institucional da UNESP |
Texto Completo: | http://www2.pucpr.br/reol/index.php/PA?dd1=7597&dd99=view http://hdl.handle.net/11449/114896 |
Resumo: | Dyslexia is specific learning disabilities, of neurological origin, resulted from a phonological deficit of language. This study aims to verify the performance of students with dyslexia in phonological intervention program, reading program, and phonological and reading remediation program in students with dyslexia. The participants of this study were 60 students who were divided as follows: GI (ten students with dyslexia submitted to phonological remediation program and ten students with dyslexia not submitted to phonological remediation program), GII (ten students with dyslexia submitted to reading program and ten students with dyslexia not submitted to reading program), GIII (ten students with dyslexia submitted to phonological and reading program and ten students with dyslexia not submitted to phonological and reading program). The phonological and reading remediation was applied in three phases: pretest, training, post-testing. The results showed significant statistical difference between two evaluation moments, revealed better performance in the cognitive-linguistic skills in post-test situation comparing to the pretest, showing the efficacy of the three remediation programs for students with dyslexia. The better performance of the students with dyslexia submitted to the remediation programs shows the necessity of phonological instruction or phonological instruction with reading to be offered in the literacy context, once this will help students to develop cognitive-linguistic skills to learn the alphabetic basis of the Brazilian Portuguese writing system. |
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Desempenho de escolares com dislexia: programas de intervenção metalinguistico e de leituraPerformance of students with dyslexia in intervention programs: Metalinguistics and readingestudos de intervençãoDislexiaAprendizagemLeituraDyslexia is specific learning disabilities, of neurological origin, resulted from a phonological deficit of language. This study aims to verify the performance of students with dyslexia in phonological intervention program, reading program, and phonological and reading remediation program in students with dyslexia. The participants of this study were 60 students who were divided as follows: GI (ten students with dyslexia submitted to phonological remediation program and ten students with dyslexia not submitted to phonological remediation program), GII (ten students with dyslexia submitted to reading program and ten students with dyslexia not submitted to reading program), GIII (ten students with dyslexia submitted to phonological and reading program and ten students with dyslexia not submitted to phonological and reading program). The phonological and reading remediation was applied in three phases: pretest, training, post-testing. The results showed significant statistical difference between two evaluation moments, revealed better performance in the cognitive-linguistic skills in post-test situation comparing to the pretest, showing the efficacy of the three remediation programs for students with dyslexia. The better performance of the students with dyslexia submitted to the remediation programs shows the necessity of phonological instruction or phonological instruction with reading to be offered in the literacy context, once this will help students to develop cognitive-linguistic skills to learn the alphabetic basis of the Brazilian Portuguese writing system.A dislexia é um distúrbio específico de aprendizagem de origem neurológica, resultante de um deficit no componente fonológico da linguagem. Este estudo visou verificar o desempenho de escolares com dislexia em programa de intervenção fonológica, programa de leitura e programa de interven- ção fonológica e leitura em escolares com dislexia. Participaram deste estudo 60 disléxicos distribuídos em: GI (dez escolares com dislexia submetidos e dez escolares com dislexia não submetidos ao programa de intervenção fonológica), GII (dez escolares com dislexia submetidos e dez escolares com dislexia não submetidos ao programa de leitura), GIII (dez escolares com dislexia submetidos e dez escolares com dislexia não submetidos ao programa de intervenção fonológica e leitura). Foi realizado o programa de intervenção fonológica e leitura em três etapas: pré-testagem, treino, pós-testagem. Os resultados revelaram diferenças estatisticamente significantes entre os dois momentos de avaliação, revelando melhora nas habilidades cognitivo-linguísticas em situação de pós-testagem comparando-se a pré-testagem, demonstrando a eficácia dos três programas para escolares com dislexia. Concluiu-se que houve uma melhora do desempenho dos escolares com dislexia submetidos aos programas de intervenção, evidenciando a necessidade da instrução fonológica no contexto da alfabetização, pois isso auxiliaria os escolares a desenvolverem habilidades cognitivo-linguísticas para a aprendizagem da base alfabética do sistema de escrita do português brasileiro.Universidade Estadual Paulista Júlio de Mesquita Filho, Departamento de Fonoaudiologia, Faculdade de Filosofia e Ciências - Campus de Marília, Marilia, Rua Hygino Muzzy Filho, 737, Câmpus Universitário, CEP 17525-900, SP, BrasilUniversidade Estadual Paulista Júlio de Mesquita Filho, Departamento de Fonoaudiologia, Faculdade de Filosofia e Ciências - Campus de Marília, Marilia, Rua Hygino Muzzy Filho, 737, Câmpus Universitário, CEP 17525-900, SP, BrasilUniversidade Estadual Paulista (Unesp)Germano, Giseli Donadon [UNESP]Pinheiro, Fábio Henrique [UNESP]Capellini, Simone Aparecida [UNESP]2015-02-24T13:57:34Z2015-02-24T13:57:34Z2013info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article11-22application/pdfhttp://www2.pucpr.br/reol/index.php/PA?dd1=7597&dd99=viewPsicologia Argumento, v. 31, n. 72, p. 11-22, 2013.0103-7013http://hdl.handle.net/11449/114896ISSN01037013-2013-31-72-11-22.pdf719506791436447181813792010722239057316530389548Currículo Lattesreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporPsicologia Argumentoinfo:eu-repo/semantics/openAccess2024-08-09T17:39:30Zoai:repositorio.unesp.br:11449/114896Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-09T17:39:30Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Desempenho de escolares com dislexia: programas de intervenção metalinguistico e de leitura Performance of students with dyslexia in intervention programs: Metalinguistics and reading |
title |
Desempenho de escolares com dislexia: programas de intervenção metalinguistico e de leitura |
spellingShingle |
Desempenho de escolares com dislexia: programas de intervenção metalinguistico e de leitura Germano, Giseli Donadon [UNESP] estudos de intervenção Dislexia Aprendizagem Leitura |
title_short |
Desempenho de escolares com dislexia: programas de intervenção metalinguistico e de leitura |
title_full |
Desempenho de escolares com dislexia: programas de intervenção metalinguistico e de leitura |
title_fullStr |
Desempenho de escolares com dislexia: programas de intervenção metalinguistico e de leitura |
title_full_unstemmed |
Desempenho de escolares com dislexia: programas de intervenção metalinguistico e de leitura |
title_sort |
Desempenho de escolares com dislexia: programas de intervenção metalinguistico e de leitura |
author |
Germano, Giseli Donadon [UNESP] |
author_facet |
Germano, Giseli Donadon [UNESP] Pinheiro, Fábio Henrique [UNESP] Capellini, Simone Aparecida [UNESP] |
author_role |
author |
author2 |
Pinheiro, Fábio Henrique [UNESP] Capellini, Simone Aparecida [UNESP] |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Universidade Estadual Paulista (Unesp) |
dc.contributor.author.fl_str_mv |
Germano, Giseli Donadon [UNESP] Pinheiro, Fábio Henrique [UNESP] Capellini, Simone Aparecida [UNESP] |
dc.subject.por.fl_str_mv |
estudos de intervenção Dislexia Aprendizagem Leitura |
topic |
estudos de intervenção Dislexia Aprendizagem Leitura |
description |
Dyslexia is specific learning disabilities, of neurological origin, resulted from a phonological deficit of language. This study aims to verify the performance of students with dyslexia in phonological intervention program, reading program, and phonological and reading remediation program in students with dyslexia. The participants of this study were 60 students who were divided as follows: GI (ten students with dyslexia submitted to phonological remediation program and ten students with dyslexia not submitted to phonological remediation program), GII (ten students with dyslexia submitted to reading program and ten students with dyslexia not submitted to reading program), GIII (ten students with dyslexia submitted to phonological and reading program and ten students with dyslexia not submitted to phonological and reading program). The phonological and reading remediation was applied in three phases: pretest, training, post-testing. The results showed significant statistical difference between two evaluation moments, revealed better performance in the cognitive-linguistic skills in post-test situation comparing to the pretest, showing the efficacy of the three remediation programs for students with dyslexia. The better performance of the students with dyslexia submitted to the remediation programs shows the necessity of phonological instruction or phonological instruction with reading to be offered in the literacy context, once this will help students to develop cognitive-linguistic skills to learn the alphabetic basis of the Brazilian Portuguese writing system. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013 2015-02-24T13:57:34Z 2015-02-24T13:57:34Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://www2.pucpr.br/reol/index.php/PA?dd1=7597&dd99=view Psicologia Argumento, v. 31, n. 72, p. 11-22, 2013. 0103-7013 http://hdl.handle.net/11449/114896 ISSN01037013-2013-31-72-11-22.pdf 7195067914364471 8181379201072223 9057316530389548 |
url |
http://www2.pucpr.br/reol/index.php/PA?dd1=7597&dd99=view http://hdl.handle.net/11449/114896 |
identifier_str_mv |
Psicologia Argumento, v. 31, n. 72, p. 11-22, 2013. 0103-7013 ISSN01037013-2013-31-72-11-22.pdf 7195067914364471 8181379201072223 9057316530389548 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
Psicologia Argumento |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
11-22 application/pdf |
dc.source.none.fl_str_mv |
Currículo Lattes reponame:Repositório Institucional da UNESP instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Repositório Institucional da UNESP |
collection |
Repositório Institucional da UNESP |
repository.name.fl_str_mv |
Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
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1808128170446028800 |