Full text
| |
| Author(s): |
Gabriela Franco dos Santos Liporaci
Total Authors: 1
|
| Document type: | Master's Dissertation |
| Press: | Marília. 2020-10-19. |
| Institution: | Universidade Estadual Paulista (Unesp). Faculdade de Filosofia e Ciências. Marília |
| Defense date: | 2020-03-19 |
| Advisor: | Simone Aparecida Capellini |
| Abstract | |
Objectives: This study aimed to develop a phonological intervention program associated with reading and writing for subjects with mixed dyslexia subtype; to analyze the clinical significance of the subjects' performance between pre- and posttesting when compared to a phonological remediation program already described in the literature. Method: The study was developed in two phases: Phase 1 elaboration of a phonological intervention program associated with reading and writing for subjects with mixed dyslexia subtype, based on the studies described in the literature; and Phase 2 analysis of clinical significance comparing the phonological intervention program associated with reading and writing that was elaborated against a phonological remediation program previously described in the literature. In Phase 1, a bibliographic survey was carried out and the phonological intervention program associated with reading and writing was elaborated based on alphabet knowledge skills and identification of the sound of letters in sequence, rapid automatic naming, rapid automatic naming and writing (lexical access), reading words and pseudowords, dictation, rhyme, lexical decision, and distinguishing words as the same or different. Phase 2 was divided into two pilot studies, with Pilot Study I based on the participation of 3 subjects from the 4th and 5th year of primary school, aged 9 to 10 years and 11 months, of both sexes, with an interdisciplinary diagnosis of mixed dyslexia to verify the adequacy of the program developed in phase 1 of this study. In Pilot Study II, 9 subjects from the 4th and 5th year of primary school participated, aged 9 to 10 years and 11 months of both sexes, with an interdisciplinary diagnosis of mixed dyslexia. These were divided into three groups: Group I (GI) composed of three subjects with mixed dyslexia submitted to the phonological intervention program associated with reading and writing; Group II (GII) composed of three subjects with mixed dyslexia who were not submitted to the phonological intervention program associated with reading and writing; and Group III (GIII) composed of three subjects with mixed dyslexia who were submitted to the phonological remediation program already described in the national literature. All subjects were submitted to the Protocol for Tests of Metalinguistic Skills and Reading and to the Protocol for Evaluation of Spelling in preand post-testing situations. The subjects' performance was analyzed using the JT Method to verify whether there was a positive or negative change and clinical significance, thus demonstrating the therapeutic efficacy of the program developed in Phase 1 and to compare the clinical significance of the program elaborated with the phonological remediation program. Results: Based on the results and application of the Phonological Intervention Program associated with reading and writing in Pilot Study I, it was necessary to change linguistic stimuli and the number of sessions in the rhyme tests, reading of words and pseudowords, writing appointment remembered. The results showed that the subjects of GI obtained better performance in the posttest compared 00to the pre-test and clinical significance in the tests of metalinguistic skills in identification of initial syllable, identification of final syllable, reading of pseudowords and in terms of type D2.2 reading errors; and in the spelling tests with word dictation, regarding OAS, AOS, OA and CF / GIR errors, in the pseudoword dictation regarding CF / G errors, sentence dictation in CF / GDC, CF / GIR errors, OAS, AOS and AP, figure dictation in CF / G, OAS, CF / GDC errors, in thematic writing induced by figures regarding CF / G, OAS, CF / GIR errors when compared to GII and GIII. Conclusion: The program developed proved to be effective and applicable, and can be used by speech therapists as an intervention instrument based on scientific evidence that helps improve reading and writing performance of students with mixed dyslexia, since the students presented improvements from the intervention in metaphonological skills and access to mental lexicon. (AU) | |
| FAPESP's process: | 18/08800-0 - Elaboration and analysis of clinical significance of a phonological remediation program associated with reading and writing for students with mixed subtype developmental dyslexia |
| Grantee: | Gabriela Franco dos Santos Liporaci |
| Support Opportunities: | Scholarships in Brazil - Master |