Abstract

SILVA, Cláudia da  and  RODRIGUEZ, Ligia Morais. Influence of phonological awareness on the comprehension of sentences in literacy. Rev. psicopedag. [online]. 2022, vol.39, n.119, pp. 196-205. ISSN 0103-8486.  http://dx.doi.org/10.51207/2179-4057.20220017.

The aim is to verify the influence of phonological awareness on the understanding of sentences in literacy, in students with and without risk for dyslexia. Forty students of both genders, from the 1^st year of elementary school part, participated in the research, divided into Group I (GI): 20 students with good academic performance and Group II (GII): 20 students at risk for dyslexia. Both groups underwent assessment of listening comprehension by sentences, oral reading of sentences and reading with support from images. As an intervention, they were submitted to the phonological intervention program for students in the initial stage of literacy, composed for activities of alphabet recognition, rhyme, alliteration, analysis, synthesis, segmentation and phonemic discrimination. The intervention consisted of 15 sessions, held twice a week. The intergroup analysis identified significance for listening comprehension in pre and post-testing, oral reading comprehension an images in pre-testing. In the intragroup comparison, there was an increase in the performance means for listening and oral reading comprehension in Group I, and for Group II there was significance for the three variables analyzed. The intervention based on phonological awareness was able to positively influence the performance in sentences comprehension of students at risk for dyslexia, enabling the increase in the performance averages of this group.

Keywords : Comprehension; Dyslexia; Learning; Child Development; Speech; Reading.

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