Resumo

SILVA, Ana Paula de Castro  e  CAPELLINI, Simone Aparecida. Performance of students with learning difficulties in a phonological awareness intervention program. Rev. psicopedag. [online]. 2009, vol.26, n.80, pp. 207-219. ISSN 0103-8486.

The understanding of the language structure help to developing literacy and the explicit and systematic instruction about the functioning of this structure may help the students with learning disabilities to overcome their initial difficulties. This study aimed at verifying the effectiveness of a program of phonological awareness intervention. Fourteen students of both the genders, in the aged between 8 and 10 years old from 3^rd grade of basic education in the city participated, distributed in experimental and control group. The tests of CONFIAS were applied in pre-test, and post-test situation in all children and the written expression was assessed asking the students to producing a written composition. After the pre-test only the experimental group was submitted to the program of phonological awareness intervention. The results pointed that after the intervention the experimental group presented significant statistical difference for tasks of phonemic awareness (sound blending and sound segmentation) and improvements in the understanding of alphabetic principle, demonstrated by the increase of the number of the writing words. The program of phonological awareness intervention favored phonemic perception and understanding of alphabetic basis of the Portuguese writing system.

Palavras-chave : Learning disorders; Learning; Language disorders.

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