Eficácia do treinamento de habilidades fonológicas em crianças de risco para dislexia
Efficacy of phonological skills training program in children under risk of dyslexia
Cíntia Cristina Fadini; Simone Aparecida Capellini
Resumo
Objetivo: identificar os sinais da dislexia em escolares de 1ª série e verificar a eficácia do programa de treinamento fonológico em crianças de risco para a dislexia que freqüentam a 1ª série escolar e investigar dentre as crianças de risco que não apresentaram melhora após o treinamento se há presença do quadro de dislexia por meio de diagnóstico interdisciplinar.
Método: o estudo foi realizado com 30 crianças de 1ª série do ensino fundamental, de ambos os gêneros, na faixa etária de 6 anos e 11 meses a 7 anos e 3 meses de idade. As crianças foram submetidas aos procedimentos de avaliação e divididas em: GI: composto por 13 crianças de risco para dislexia, submetidas ao programa de treinamento das habilidades fonológicas e GII: composto por 17 crianças sem risco para dislexia, não submetidas ao programa de treinamento.
Resultados: os resultados evidenciaram que as crianças do GI e GII apresentaram diferenças estatisticamente significante na maioria dos subtestes do procedimento de avaliação, evidenciando a eficácia do programa de treinamento.
Conclusão: este estudo permitiu verificar que a realização do programa de treinamento das habilidades fonológicas foi eficaz para as crianças com sinais da dislexia, comprovada pela melhora das habilidades fonológicas e de leitura em situação de pós-testagem em relação à pré-testagem na maioria das crianças. As crianças que não responderam ao programa de intervenção confirmaram o diagnóstico da dislexia, evidenciando que a falta de resposta a um programa de intervenção estruturado é um indicativo da presença de um quadro determinado genética e neurologicamente como a dislexia.
Palavras-chave
Abstract
Purpose: to identify the signs of dyslexia in first grade students and verify the efficacy of phonological skills training program in children under risk of dyslexia attending first grade and to investigate among the risk children who did not show improvement after training if there is the presence of dyslexia through interdisciplinary diagnosis.
Method: the study was conducted with 30 first grade students from public elementary school, of both genders, aged 6 years and 11 months to 7 years and 3 months old. The students were submitted to the evaluation procedures and divided into: GI: composed of 13 children under risk for dyslexia, submitted to phonological skills training program and GII: composed of 17 children without risk for dyslexia not submitted to the training program.
Results: the results showed that the students of GI and GII presented statistically significant differences in most subtests of the evaluation procedure, showing the efficacy of the training program.
Conclusion: this study allowed to verify that the phonological skills training program was effective for children with signs of dyslexia, confirmed by the improvement of phonological abilities and reading in post-testing compared to pre-testing situation in most children. The children who did not respond to the training program confirmed the diagnosis of dyslexia, evidencing that the lack of response to a structured intervention program is indicative of the presence of a genetic and neurologically determined condition such as dyslexia.
Keywords
References
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Submitted date:
07/08/2010
Accepted date:
11/12/2010
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