Treinamento de habilidades fonológicas e correspondência grafema-fonema em crianças de risco para dislexia
Phonological skills and grapheme-phoneme training correspondence in children under dyslexia risk
Maryse Tomoko Matsuzawa Fukuda; Simone Aparecida Capellini
Resumo
Objetivo: verificar a eficácia do programa de treinamento fonológico e correspondência grafema-fonema em crianças de risco para dislexia da 1ª série.
Método: participaram deste estudo 30 crianças de 1ª série de ensino público, de ambos os gêneros, na faixa etária de 6 a 7 anos de idade. Neste estudo foi realizada a adaptação brasileira da pesquisa sobre treinamento de habilidades fonológicas e correspondência grafema-fonema composta de pré-testagem, intervenção e pós-testagem. Em situação de pré e pós-testagem, todas as crianças foram submetidas à aplicação do teste para identificação precoce dos problemas de leitura e aquelas que apresentaram desempenho inferior a 51% das provas do teste foram divididas em Grupo I (GI): composto por 15 crianças submetidas ao programa de treinamento; e em Grupo II (GII): composto por 15 crianças não submetidas ao programa de treinamento.
Resultados: os resultados desse estudo revelaram diferenças estatisticamente significantes, evidenciando que das 15 crianças submetidas ao programa, apenas uma não respondeu à intervenção proposta, sendo submetida, portanto, à avaliação interdisciplinar e confirmado o diagnóstico de dislexia.
Conclusão: a realização do programa de treinamento das habilidades fonológicas e correspondência grafema-fonema foi eficaz para a identificação das crianças com sinais de dislexia, comprovado pela melhora das habilidades fonológicas e leitura em situação de pós-testagem em relação à pré-testagem, evidenciando que quando é fornecida a instrução formal do princípio alfabético associado ao princípio de conversão letra-som da Língua Portuguesa, as crianças que não apresentam dislexia deixam de apresentar suas manifestações com resposta à instrução formal do princípio alfabético.
Palavras-chave
Abstract
Purpose: to verify the effectiveness of the phonological skills and grapheme-phoneme correspondence training program in children at risk for dyslexia in the 1st grade.
Method: 30 children from the 1st grade of public schools, of both genders, aged 6 to 7 years old, participated in this study. This study performed the Brazilian adaptation of the research on phonological skills and grapheme-phoneme correspondence training, composed of pre-testing, intervention and post-testing. In the pre and post-testing situation, all children were submitted to the test for early identification of reading problems and those who presented performance below 51% of the test items were divided into Group I (GI): composed of 15 children submitted to the training program; and Group II (GII): composed of 15 children not submitted to the training program.
Results: the results of this study revealed statistically significant differences, evidencing that among the 15 children submitted to the program, only one did not respond to the proposed intervention, being therefore submitted to interdisciplinary evaluation and confirmed the diagnosis of dyslexia.
Conclusion: the implementation of the phonological skills and grapheme-phoneme correspondence training program was effective for the identification of children with signs of dyslexia, proven by the improvement of phonological skills and reading in post-testing situation compared to pre-testing, evidencing that when formal instruction of the alphabetic principle associated with the letter-sound conversion principle of the Portuguese Language is provided, children who do not have dyslexia cease to present their manifestations with response to formal instruction of the alphabetic principle.
Keywords
Referencias
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Submitted date:
18/12/2009
Accepted date:
04/05/2010
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