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Elaboration and analysis of clinical significance of a phonological remediation program associated with reading and writing for students with mixed subtype developmental dyslexia

Grant number: 18/08800-0
Support type:Scholarships in Brazil - Master
Effective date (Start): March 01, 2019
Effective date (End): March 31, 2020
Field of knowledge:Health Sciences - Speech Therapy
Principal researcher:Simone Aparecida Capellini
Grantee:Gabriela Franco dos Santos Liporaci
Home Institution: Faculdade de Filosofia e Ciências (FFC). Universidade Estadual Paulista (UNESP). Campus de Marília. Marília , SP, Brazil

Abstract

Dyslexia refers to differences in individual processing, often characterized by the difficulties presented at the beginning of literacy compromising the acquisition of reading, writing and spelling. This study will be divided in two phases. Phase 1 aimed to develop a phonological remediation program associated with reading and writing based on the studies described in the national and international literature and phase 2 aimed to analyze the clinical significance of the performance of students with dyslexia submitted to the remediation program associated with reading and writing in a pilot study. The application of the program will be carried out in 10 students with interdisciplinary diagnosis of mixed subtype of developmental dyslexia in the age between 9 to 10 years and 11 months, of both sexes, divided in two groups: GI composed by five students with interdisciplinary diagnosis of mixed subtype of developmental dyslexia submitted to phonological remediation program associated with reading and writing and GII composed by five students with interdisciplinary diagnosis of mixed subtype of developmental dyslexia not submitted to phonological remediation program associated with reading and writing. All students in this study will be submitted to the Metalinguistic Skills and Reading Protocol and the Assessment of Spelling Protocol in pre and post-test situations. The results will be analyzed by a method of analysis of clinical significance and reliable change index, called JT Method, with aim to comparing the performance of students submitted and not submitted to the phonological remediation program associated with reading and writing to verify the program elaborated in step 1 of this study. (AU)

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