The oral language and phonological processing skills, phonological awareness, phonological memory and fast access to the lexicon, are prerequisites for the acquisition of written language. Thus, children with difficulties in the acquisition and development of oral language and/or difficulties in one or more of phonological processing skills may be considered at risk for reading difficulties, the same child is standing still in preschool. The objective of this study is to develop and implement an intervention program of phonological decoding in children at risk for reading difficulties. Will participate in these study 30 subjects of both sexes, aged six and seven years and 11 months. It is an experimental research in which the experimental group of children at risk for reading difficulties (formed by 10 subjects), will be submitted to the intervention program phonological decoding, for comparison with the control group of children at risk for reading difficulty (formed by 10 subjects) and the control group of children without risk for reading difficulties (formed by 10 subjects). The study also aims to translate and apply as assessment procedure before and after the intervention, the instrument "Early Reading Screening Instrument" (ERSI) Morris (1992) which examines the skills that are prerequisites of reading and reading skills.
News published in Agência FAPESP Newsletter about the scholarship: