Effects of a Phonological Reading and Writing Remediation Program in Students with Dyslexia: Intervention for Specific Learning Disabilities

Folia Phoniatrica Et Logopaedica : Official Organ of the International Association of Logopedics and Phoniatrics (IALP)
Erika FerrazPatrícia Abreu Pinheiro Crenitte

Abstract

To determine the effects of a phonological remediation reading and writing program in individuals with dyslexia, through behavioral and objective evaluations. Twenty children diagnosed with dyslexia, aged 8-14 years, were included in this study. Group I (GI) was composed of 10 children who took part in the program, and group II (GII) consisted of 10 subjects who did not take the remediation. The pre-testing evaluated phonological awareness, rapid naming, working memory, reading and writing of words and nonwords, thematic writing, and auditory evoked potential - P300. The type of stimulus used was the speech (20% of rare stimulus and 80% of frequent stimulus), intensity of 80 dBNa. The rare stimulus was the syllable /da/, and the frequent stimulus was the syllable /ba/. Next, the Phonological Reading and Writing Remediation Program was applied in 24 cumulative sessions, twice a week, each with a duration of 30 min. In the post-testing (at the end of the program), all the tests of the pre-testing were reapplied. There was a statistically significant difference (between pre- and post-testing) in phonological awareness, rapid naming, working memory, thematic writing, writing and reading words and nonwords, as well as in the latency...Continue Reading

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