Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia

Autores

  • Cláudia da Silva Professor of the Department of Speech and Hearing Therapy – FEF - Federal Fluminense University – UFF – Nova Friburgo (RJ)
  • Simone Aparecida Capellini Professor of the Department of Speech and Hearing Therapy and Post-Graduation Program in Education at the School of Philosophy and Sciences, São Paulo State University – FFC/UNESP – Marília (SP).

DOI:

https://doi.org/10.7322/jhgd.118823

Palavras-chave:

Learning, Intervention Study, Dyslexia, Child Development, Literacy.

Resumo

Introduction: Studies on students at risk for dyslexia have increased  as well as the interest in verifying whether tasks involving a phonological basis can favor the performance of these students in the initial literacy process.

Objective:Evaluate the performance of students with and without risk of dyslexia in metalinguistic tasks.

Methods: Participants of this study were 40 students, aged between 5-6 years, enrolled in the 1st year of elementary school, divided into two groups, GI: composed of 20 students without risk of dyslexia and GII: composed of 20 students at risk of dyslexia, both groups were submitted to the Evaluation Cognitive Linguistic Skills Protocol - collective and individual version (adapted), and phonological intervention composed of tasks of relation letter/sound alphabet in sequence and in random order, rhyme, identification and manipulation of words, identification and production of syllables, syllabic segmentation and analysis, identification and phonemic segmentation, substitution, synthesis, analysis and phonemic discrimination. Results: Indicated that the students from GI and GII showed statistically superior performance in the post testing compared to the performance obtained in the pre testing.

Conclusion: The students at risk of dyslexia showed an increase in the mean of performance after the intervention, however, when compared with the performance of the students without risk for dyslexia, they presented inferior performance, indicating that, even after have underwent  to the intervention, they did not reach the mean of performance of students without risk for dyslexia in metalinguistic tests.

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Biografia do Autor

  • Cláudia da Silva, Professor of the Department of Speech and Hearing Therapy – FEF - Federal Fluminense University – UFF – Nova Friburgo (RJ)
    Docente do Departamento de Formação Específica em Fonoaudiologia da Universidade Federal Fluminense – UFF – Nova Friburgo (RJ), Brasil. Doutora em educação pela Faculdade de Filosofia e Ciências, Universidade Estadual Paulista “Júlio de Mesquita Filho” – UNESP – Marília (SP), Brasil.
  • Simone Aparecida Capellini, Professor of the Department of Speech and Hearing Therapy and Post-Graduation Program in Education at the School of Philosophy and Sciences, São Paulo State University – FFC/UNESP – Marília (SP).

    Docente de graduação e pós graduação do Departamento de Fonoaudiologia e Programa de Pós-Graduação em Educação, Faculdade de Filosofia e Ciências, Universidade Estadual Paulista “Júlio de Mesquita Filho” – UNESP – Marília (SP), Brasil. 

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Publicado

2017-09-06

Edição

v. 27 n. 2 (2017)

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Artigos Originais

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