Phonological awareness and reading comprehension in 4th grade of elementary school

• Grant number: 13/02962-4
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Effective date (Start): May 01, 2013
• Effective date (End): April 30, 2014
• Field of knowledge: Health Sciences - Speech Therapy
• Principal Investigator: Maria Silvia Cárnio
• Grantee: Jéssica Sales Vosgrau
• Host Institution: Faculdade de Medicina (FM). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

Introduction: phonological awareness able individuals to manipulate and reflect on the sound structure of speech. The reading comprehension involves cognitive processes and requires decoding efficiency. The combination of these skills is important to the assessments of students in the initial process of writing acquisition. However, there are few studies involving phonological awareness and reading comprehension of intermediate segments as sentences. Purpose: to characterize the performance of students of 4th year of elementary school, with and without disorders in reading and writing, regarding phonological awareness and reading comprehension identifying possible correlations between them. Method: participants in this study will be 60 children of the 4th grade of elementary school of a public school, with and without disorders in reading and writing. The subjects will be assessed individually in a room previously determined by the school team. Initially all of them will perform a specific test for assessing phonological awareness, the CONFIAS test (Phonological Awareness Sequential Assessment Instrument). Then, in another situation students will be assessed concerning reading comprehension of sentences and texts using PROLEC test. Analysis of Results: Data collected will be statically analyzed using descriptive and inferential testes. (AU)