Resumo

SILVA, Cláudia da  e  CAPELLINI, Simone Aparecida. Correlation of cognitive-linguistic skills of students submitted to phonological intervention. Rev. psicopedag. [online]. 2021, vol.38, n.117, pp.305-316. ISSN 0103-8486.  https://doi.org/10.51207/2179-4057.20210026.

This article proposed to correlate the cognitive-linguistic skills of students submitted to phonological intervention, in situation of pre and post-testing. The study included 40 students from 1^st year of elementary school, distributed in Group I (GI: 20 students without difficulties in literacy) and Group II (GII: 20 students with difficulties in literacy). Pre and post-testing were realized using the Cognitive-Linguistic Skills Assessment Protocol indicated for early literacy students. The phonological intervention involved tasks of letter/sound relation, analysis, synthesis, addition, substitution, and phonemic discrimination. The students of GI and GII presented statistically significant performance, however, the highest correlation index in pre and post testing was identified for GII students, classified as positive relationship, from moderate to perfect. The variables belonging to the writing ability had the highest interdependence index, followed by the reading ability, auditory processing, and processing speed. The phonological awareness skill was the one with the lowest correlation index.

Palavras-chave : Literacy; Reading; Child Rearing; Learning Disabilities.

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