PHONOLOGICAL AWARENESS AND SENTENCE READING COMPREHENSION OF STUDENTS FROM 2nd OF ELEMENTARY SCHOOL

• Grant number: 12/02433-9
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: June 01, 2012
• End date: May 31, 2013
• Field of knowledge: Health Sciences - Speech Therapy
• Principal Investigator: Maria Silvia Cárnio
• Grantee: Renata Correia da Silva
• Host Institution: Faculdade de Medicina (FM). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

Introduction: Phonological awareness is a metalinguistic competence that is related to the ability to reflect and manipulate speech segments. Reading comprehension is the skill which meaning is attributed to a written text, involving different cognitive tasks. Some studies indicate a relationship between phonological awareness and reading comprehension, yet are still scarce, which justifies the present study. Purpose: Characterize the performance of students in the 2nd year of elementary school, with and without indicative of reading and writing disorders in phonological awareness and reading comprehension of sentences, verifying possible correlations between them. Methods: Will be participating in this study 60 children with and without indicative of reading and writing disorders. Initially, all will be assessed by phonological awareness test CONFIAS (Phonological Awareness Assessment Instrument Sequential) and on another day, students will be assessed for comprehension of sentences, by PROLEC test (Tests of Reading Assessment Process). Analysis of Results: After collection, the data will go through descriptive and inferential statistical analysis of the tests applied. Moreover, correlations will be observed between the abilities evaluated.