Objective

To verify the effectiveness of an intervention program aimed at the development of cognitive-linguistic skills in preschoolers.

Methods

Intervention research, with longitudinal design and inferential statistical analysis carried out with 90 preschoolers from four classes in the last year of early childhood education in a municipal public school. All children were evaluated before and after intervention using a specific instrument. All children were assessed before and after the intervention using the Early Identification of Reading Problems Protocol (IPPL) adapted for early Childhood Education. Two classes received 8 collective intervention sessions aimed at the development of cognitive-linguistic skills, for two months, and made up the case group. Two other classes made up the control group, and a teacher from one of the classes that received the direct intervention also taught a control group.

Results

There was a significant change in the performance of the preschoolers who received the direct intervention, as well as the control class that received the intervention indirectly, by their teacher.

Conclusion

The developed program proved to be effective in promoting the development of cognitive-linguistic skills in preschoolers, including letter recognition and naming, metaphonological skills, phonological working memory, rapid automatic naming, word identification and auditory comprehension of sentences, reinforcing the importance of using educational evaluation and intervention based on scientific evidence for this target audience.

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