Resumo

MARTINS DIAS, Natália  e  BIGHETTI, Cássia Aparecida. Intervention in metaphonological skills in elementary school students and reading development. Psicol. rev. (Belo Horizonte) [online]. 2009, vol.15, n.3, pp. 140-158. ISSN 1677-1168.

It investigated the efficacy of an intervention procedure on metaphonological abilities, implemented by the teacher, in develop reading abilities in 1st grade students. Participated one teacher and 59 children of two classes of 1st grades (Experimental Group - EG; Control Group - CG) of the elementary of a public school of the interior of SP. It was utilized a procedure for develop phonological awareness and teach write-phonemics correspondences and, for assessment post-intervention, the Teste de Competência de Leitura de Palavras e Pseudopalavras (TCLPP). The own teacher implemented the activities in the GE, for 15 to 20 daily minutes. The GE performed better that the GC in the TCLPP total and in practically all subtests. Significant differences between the groups were shown in TCLPP total and change phonological subtest. Results reveal the efficacy of the phonic instructions, applied by the own teacher in classroom context, in the development of the reading ability of his students.

Palavras-chave : phonological awareness; reading and written; intervention.

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