Resumo

ANDRADE, Elizabete Maria de Almeida; MECCA, Tatiana Pontrelli; ALMEIDA, Roselaine Pontes de  e  MACEDO, Elizeu Coutinho de. Effectiveness of a phonics program intervention for children with reading and writing impairments. Rev. psicopedag. [online]. 2014, vol.31, n.95, pp. 119-129. ISSN 0103-8486.

This study aimed to evaluate the effect of an intervention conducted by faculty based on phonic approach to overcome difficulties in reading and writing. Children attended 3^rd and 4^th year of elementary school in public schools in São Paulo, subdivided into experimental group underwent phonics intervention (GE): composed of children with difficulties in reading and writing; Control group 1 (GC1) for children without difficulties and control group 2 (CG2): children with difficulties in reading and writing. Pre and post intervention assessment was carried out with the Battery Assessment of Reading and Writing (BALE comparisons of the level of phonological awareness and reading stages of EG before and after interventions were made. Significant improvement of EE in relation to the GC2 BALE, and phonological awareness and readouts after the intervention. GC1 presented the significant gains while the GC2 remained stable. Though the effect of schooling was higher for children without difficulties, children with difficulties in reading and writing have benefited using the phonics.

Palavras-chave : Reading; Writing; Literacy; Phonic Methods.

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