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Raisor, Lesley J. "A Comparison of Phonological Awareness Intervention Approaches." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1147781849.
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Reyna-Rosser, Elizabeth A. "The phonological awareness and letter fluency intervention." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407505015.
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Olszewski, Arnold. "Modeling Alphabet Skills as Instructive Feedback within a Phonological Awareness Curriculum." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/6005.
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This study investigated the use of instructive feedback for modeling early literacy skills. Instructive feedback is defined as the presentation of additional information during the positive feedback phase of learner trials. Thus, it is a way of modeling additional information when students respond to a trial correctly. Previous studies have demonstrated that instructive feedback can facilitate students’ observational learning of skills, such as sight words, numerals, and vocabulary. Instructive feedback has yet to be investigated when modeling early literacy skills.
A modified version of an evidence-based early literacy intervention, PAth to Literacy, was used. Studies examining the efficacy of this intervention have shown it to be effective for teaching phonological awareness (PA) skills, including blending, segmenting, word part identification, and initial phoneme identification. Alphabet instruction is included in the intervention, although effects have been minimal. Instructive feedback was investigated as a novel method of incorporating alphabet instruction within a scripted phonological awareness intervention. Instructive feedback that modeled letter names and letter-sound correspondences was included during the positive feedback in PAth to Literacy.
A multiple baseline design across sets of letters was used to determine whether students acquire letter names and sounds through observational learning. Each phase of the study included instructive feedback that modeled names and sounds for a set of four letters. Upon completion of each phase, a new set of four letters was introduced. An Alphabet Mastery Monitor was used to measure student growth on alphabet skills. Student progress on PA tasks also was measured using a researcher-developed PA Fluency Measure. It was hypothesized that students would learn letters modeled through instructive feedback during each phase and would demonstrate progress on the PA skills taught through direct instruction. The six children who completed the experiment demonstrated gains in phonological awareness skills following instruction with PAth to Literacy. However, there were no consistent gains on alphabet skills following instructive feedback.
A second experiment was conducted to determine whether changes in the delivery of instructive feedback resulted in gains on the Alphabet Mastery Monitor. Researchers served as interventionists and instruction was delivered one-on-one. The instructive feedback was modified to include a progressive time delay and letters were discriminated from a field of four. Eight children completed the full intervention. All children demonstrated gains on phonological awareness and alphabet knowledge following instruction, indicating that a modified version of instructive feedback can be used to teach alphabet skills. Information from this study will inform clinical practice for educators including speech-language pathologists. Instructive feedback is a useful tool for educators and speech language pathologists to use when teaching early language and literacy skills.
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Sadasivan, Akila. "Comparing the efficacy of phonological awareness intervention with neuropsychological intervention in children with specific reading disorder." Thesis, University of Canterbury. Psychology, 2009. http://hdl.handle.net/10092/4452.
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Phonological awareness is known to be associated with reading disorder. Intervention for specific reading disorder that focuses on training to improve phonological processing abilities has been found an effective means of addressing reading difficulties experienced by children. However, little is known as to what happens to other neurocognitive abilities associated with the process of reading but that are not causally linked to it. Some of these cognitions include attention, executive functions and verbal and visual memory. A series of three studies explored the relation between neuropsychological skills and phonological abilities in children with specific reading disorder.
The first step in the studies involved establishing deficits in associated cognitive abilities in children with specific reading disorder. Children attending the Literacy Clinic, Department of Communication Disorders, University of Canterbury, Christchurch, New Zealand, are screened for the presence of specific reading disorder. They are routinely assessed on reading and phonological processing measures before an intervention programme is initiated. Four such children who were assessed and identified as having specific reading disorder without speech language difficulties were chosen for the study.
These children, who ranged in age from 7 to 15 years, referred to as the RD group, were assessed during the week before the onset of the intervention for the neuropsychological functions of attention, executive functions, verbal and visual learning, and memory. After the assessment (termed pre-intervention assessment), they were provided with phonological processing intervention. The intervention programme was carried out by trained speech-language therapists and lasted for 10 weeks. Two sessions a week were conducted, giving a total of 20 sessions.
The week after completion of the intervention, the children were assessed once again on the same neuropsychological, reading and phonological awareness tests used before the intervention (termed post-intervention assessment). The results of the pre-intervention assessment were compared with the assessment of a group of typically developing group of children without reading disorder (N = 4; age range 8 to 10 years; referred to as the NRD group).
Results indicated that, at pre-intervention assessment, the specific reading disorder (RD) group had deficits in verbal fluency and inhibitory control whereas the typically developing (NRD) group did not. The RD group also differed significantly from the NRD group in reading accuracy and comprehension. After the intervention, the RD group was assessed on reading, phonological processing, and neuropsychological tests. The group showed an improvement in reading accuracy and phonological processing. Of all the neuropsychological functions, only set shifting and visuo-spatial working memory scores showed a significant change in response to intervention. Deficits in executive functions and reading comprehension difficulties persisted.
It was hypothesised that the RD group improved in reading accuracy in response to the phonological awareness intervention. However, the persistent reading comprehension difficulties were hypothesised as attributable to the presence of the executive function deficits noticed in the RD group.
The exploratory study helped identify the presence of neuropsychological deficits in children with specific reading disorder in addition to their reading and phonological deficits. The study also established that phonological awareness intervention brought about a change in some neuropsychological function while other deficits persisted.
The phonological awareness intervention used in the first study was developed for children in New Zealand. The second study hypothesised that, if effective, this intervention would help address reading deficits found in other populations. Children from a culture outside New Zealand accordingly the same intervention as the New Zealand children received in the first study.
Children in Bangalore, India, 10 to 12 year of age and under-performing in their class, were screened for the presence of specific reading disorder. From this screening, 20 children with specific reading disorder (the RD group), with average to above average intelligence and without co-morbid psychiatric conditions were chosen to participate. Twenty children were randomly allotted to one of two treatment conditions. The first group of 10 children (the PA group) received phonological awareness intervention. The second group of 10 children (the NP group) received neuropsychological intervention. All 20 children were assessed on reading, phonological awareness tests and neuropsychological tests before and after intervention. Phonological measures included, Queensland University Inventory of Literacy (QUIL, ) Sthal and Murray, Phonological awareness probes of tracking speech sounds and non-word reading tests. Neuropsychological measures included Controlled Word Association test (COWA), Digit Span, Spatial Span, Stroop Colour-Word Test Coulor trails (A & B), Ray Auditory verbal learning test, Rey Osterriech Complex figure test and block design.
The scores from the pre-intervention assessment were compared to the assessment data for 20 typically developing, non-reading-disabled children (referred to as the control group). The control group was assessed once on neuropsychological tests and reading and phonological awareness measures (QUIL only).
The results indicated that the 20 children with reading disorder (the RD group) differed significantly from the control group on reading abilities. In addition, the two groups differed significantly on neuropsychological measures of attention (Colour Trail, Form A), set-shifting (Colour Trail, Form B), word reading and interference control (Stroop Colour-Word Test) and phonological awareness measures of non-word reading, syllable identification, visual rhyme, spoonerism, phoneme detection and phoneme deletion.
After intervention, the RD group was again assessed on reading, phonological awareness and neuropsychological measures. Both the intervention groups (PA and NP) showed improvements on reading. Both groups also made significant gains on neuropsychological measures and phonological awareness measures.
The PA group showed significant changes in verbal fluency, visual scanning and attention (Colour Trails, Form A), word reading (Stroop Colour-Word Test, verbal memory (Auditory Verbal Learning Test), immediate visual memory (Complex Figure Test) and visuo-construction abilities (Block Design Test).
Phonological measures that showed significant increase in response to intervention in this group included non-word reading, phoneme detection, phoneme segmentation, phoneme deletion and tracking of syllable sound changes via use of coloured blocks and letter tiles. The NP group showed significant change in neuropsychological functions such as verbal fluency, word reading and interference control (Stroop Colour-Word Test), verbal learning (Auditory Verbal Learning Test), immediate visual memory (Complex Figure Test) and visuo-construction ability (Block Design Test). The NP group also improved significantly on phonological awareness measures such as syllable identification, spoken and visual rhyme, spoonerism, phoneme detection, phoneme deletion and tracking of syllable sound changes via use of coloured blocks.
This second study established that the two interventions helped improve reading abilities equally. However, the interventions differentially affected neuropsychological and phonological awareness functioning in the participants.
The third study explored the changes seen in the second study’s two treatment groups (Group PA and Group NP) three months after the conclusion of the intervention programme. During the three-month period between the post-intervention assessment and the follow-up assessment, all 20 children attended regular school. They received no special help or input for their reading and spelling difficulties during this period. The follow-up assessment consisted of the same tests of reading and neuropsychological measures used at the pre- and post-intervention assessments.
The results showed that the groups had maintained the gains evident at the time of the post-intervention assessment on reading measures. The PA group’s performance on the neuropsychological measures and phonological measures showed significant changes in digit span and interference control. In addition, a significant increase from the pre-intervention measures, not observed at the post-treatment assessment, was observed for set-shifting, verbal learning and memory and now-word reading. Visuo-spatial working memory showed a trend towards significance for the NP group on the follow-up assessment. Most other neuropsychological functions did not differ significantly from those evident at the time of the post-intervention assessment.
The NP group, like the PA group, showed a significant increase between pre-assessment and follow-up assessment on non-word reading, visual scanning, verbal learning and visual perception. The increase noticed in these measures at the time of the post-treatment assessment, however, was not significant.
Comparisons between the PA and NP group at follow-up revealed that the PA group’s performance was significantly better than the NP group’s on digit backward and interference control, while the NP group performance was significantly better than the PA group’s on verbal fluency. The two groups were comparable on all other neuropsychological, phonological awareness and reading measures.
The improvements noticed in both groups immediately after the intervention and then three months after intervention were hypothesised to have occurred because the interventions addressed reading along with other cognitive abilities (e.g., executive functions, attention, verbal learning and memory, visual learning and memory) addressed in the study. The improvements noticed in both groups after three months after intervention was hypothesised to be the outcome of improvements in the neuropsychological functions.
The series of three studies conducted as part of this research work has helped identify neuropsychological deficits in children with reading disorder that persisted after phonological awareness intervention. The provision of two different interventions to children with reading difficulties showed that these had positive outcomes not only for reading and phonological awareness but also for neuropsychological functioning.
The most important conclusion drawn from the findings of the three studies that form this doctoral research is that intervention for reading disorder is most likely to be effective when it addresses the reading and other associated cognitive skills that underlie the reading process. The two interventions used in the study had a similar effect on reading. Both helped the participating children improve their reading scores and both helped maintain those improvements over time. It is hypothesised that the improvement observed was probably sustained over time because both interventions could have addressed the associated deficits (in addition to reading difficulties) known to occur in children with reading disorder. The efficacy of the phonological awareness intervention documented in the studies is strengthened by the finding that it was effective in treating reading disorders in children from different cultural and educational settings (New Zealand and India).
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Reuter, Heitho Bokides. "Phonological awareness instruction for middle school students with disabilities : a scripted multisensory intervention /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1288653321&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.
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Thesis (D. Ed.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 111-117). Also available for download via the World Wide Web; free to University of Oregon users.
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Ofiara, Andrea. "The effects of a parent intervention on the phonological awareness skills of kindergarten students." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001109.
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Gullberg, Jenny, and Josefin Granholm. "A PhonicStick Study : Investigating the Effectiveness of a Phonological Awareness Intervention in Children with Down Syndrome." Thesis, Uppsala universitet, Logopedi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-142742.
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Phonological awareness is a set of language manipulation skills such as blending, rhyme, alliteration production and detection. There are disagreements among researchers how phonological awareness is connected to literacy learning and also how and if children with Down syndrome acquire phonological awareness. The specific phenotype of Down syndrome shows deficits in both short term memory and language development. It is therefore of great concern to investigate how children with Down syndrome acquire phonological awareness and later on literacy. The PhonicStick is a joystick that generates speech sounds. In this study, the PhonicStick was used in phonological awareness intervention in children with Down syndrome. It was compared to intervention with Praxis cards – an already existing picture material in Swedish speech and language therapy. The aim of the study was to investigate if children with Down syndrome can improve phonological awareness during a six week period, and if this was the case, was there a difference in effectiveness between the materials. Six children with Down syndrome participated in this cross-over study. The results indicated that some children can acquire phonological awareness during a six week period. However, it was not possible to address the effectiveness to a certain material. The preference among the children to play with PhonicStick, showed that this is a material that motivates the children to participate in intervention. If the PhonicStick is adapted to this population of children with Down syndrome, this material can be used for phonological awareness intervention in children with Down syndrome.
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van, Bysterveldt Anne Katherine. "Speech, Phonological Awareness and Literacy in New Zealand Children with Down Syndrome." Thesis, University of Canterbury. Department of Communication Disorders, 2009. http://hdl.handle.net/10092/2282.
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Children with Down syndrome (DS) are reported to experience difficulty with spoken and written language which can persist through the lifespan. However, little is known about the spoken and written language profiles of children with DS in the New Zealand social and education environment, and a thorough investigation of these profiles has yet to be conducted. The few controlled interventions to remediate language deficits in children with DS that are reported in the literature typically focus on remediation of a single language domain, with the effectiveness of interventions which integrate spoken and written language goals yet to be explored for this population. The experiments reported in this thesis aim to address these areas of need. The following questions are asked 1) What are the phonological awareness, speech, language and literacy skills of New Zealand children with DS? 2) What are the home and school literacy environments of New Zealand children with DS and how do they support written language development? and 3) What are the immediate and longer term effects of an integrated phonological awareness intervention on enhancing aspects of spoken and written language development in young children with DS? These questions will be addressed through the following chapters. The first experiment (presented in Chapter 2) was conducted in two parts. Part 1 consisted of the screening of the early developing phonological awareness, letter knowledge, and decoding skills of 77 primary school children with DS and revealed considerable variability between participants on all measures. Although some children were able to demonstrate mastery of the phoneme identity and letter knowledge skills, floor effects were also apparent. Data were analysed by age group (5 - 8 years and 9 -14 years) which revealed increased performance with maturation, with older children outperforming their younger peers on all measures. Approximately one quarter of all children were unable to decode any words, 6.6% demonstrated decoding skills at a level expected for 7 - 8 year old children and one child demonstrated decoding skills at an age equivalent level. Significant relationships between decoding skills and letter knowledge were found to exist. In Part 2 of the experiment, 27 children with DS who participated in the screening study took part in an in-depth investigation into their speech, phonological awareness, reading accuracy and comprehension and narrative language skills. Results of the speech assessments revealed the participants’ speech was qualitatively and quantitatively similar to the speech of younger children with typical development, but that elements of disorder were also evident. Results of the phonological awareness measures indicated participants were more successful with blending than with segmentation at both sentence and syllable level. Rhyme generation scores were particularly low. Reading accuracy scores were in advance of reading comprehension, with strong relationships demonstrated between reading accuracy and phonological awareness and letter knowledge. Those children who were better readers also had better language skills, producing longer sentences and using a greater number of different words in their narratives. The production of more advanced narrative structures was restricted to better readers. In the second experiment (presented in Chapter 3), the home literacy environment of 85 primary school aged children with DS was investigated. Parents of participants completed a questionnaire which explored the frequency and duration of literacy interactions, other ways parents support and facilitate literacy, parents’ priorities for their children at school, and the child’s literacy skills. Results revealed that the homes of participants were generally rich in literacy resources, and that parents and children read together regularly, although many children were reported to take a passive role duding joint story reading. Many parents also reported actively teaching their child letter names and sounds and encouraging literacy development in other ways such as language games, computer use, television viewing and library access. Writing at home was much less frequent than reading, and the allocation of written homework was much less common than reading homework. In the third experiment (presented in Chapter 4), the school literacy environment of 87 primary school aged children with DS (identified in the second experiment) was explored. In a parallel survey to the one described in Chapter 3, the teachers of participants completed a questionnaire which explored the frequency and duration of literacy interactions, the role of the child during literacy interactions, the child’s literacy skills, and other ways literacy is supported. The results of the questionnaire revealed nearly all children took part in regular reading instruction in the classroom although the amount of time reportedly dedicated to reading instruction was extremely variable amongst respondents. The average amount of time spent on reading instruction was consistent with that reported nationally and in advance of the international average for Year 5 children. Reading instruction was typically given in small groups or in a one on one setting and included both ‘top-down’ and bottom up’ strategies. Children were more likely to be assigned reading homework compared to written homework, with writing activities and instruction reported to be particularly challenging. In the fourth experiment (reported in Chapter 5), the effectiveness of an experimental integrated phonological awareness intervention was evaluated for ten children with DS, who ranged in age from 4;04 to 5;05 (M = 4;11, SD = 4.08 months). The study employed a multiple single-subject design to evaluate the effect of the intervention on participants’ trained and untrained speech measures, and examined the development of letter knowledge and phonological awareness skills. The 18 week intervention included the following three components; 1. parent implemented print referencing during joint story reading, 2. speech goals integrated with letter knowledge and phoneme awareness activities conducted by the speech-language therapist (SLT) in a play based format, and 3. letter knowledge and phoneme awareness activities conducted by the computer specialist (CS) adapted for presentation on a computer. The intervention was implemented by the SLT and CS at an early intervention centre during two 20 minute sessions per week, in two 6 week therapy blocks separated by a 6 week break (i.e. 8 hours total). The parents implemented the print referencing component in four 10 minute sessions per week across the 18 week intervention period (approximately 12 hours total). Results of the intervention revealed all ten children made statistically significant gains on their trained and untrained speech targets with some children demonstrating transfer to other phonemes in the same sound class. Six children demonstrated gains in letter knowledge and nine children achieved higher scores on phonological awareness measures at post-intervention, however all phonological awareness scores were below chance. The findings demonstrated that dedicating some intervention time to facilitating the participants’ letter knowledge and phonological awareness was not at the expense of speech gains. The fifth experiment (presented in Chapter 6) comprises a re-evaluation of the speech, phonological awareness, and letter knowledge, and an evaluation of the decoding and spelling development in children with DS who had previously participated in an integrated phonological awareness intervention (see Chapter 5), after they had subsequently received two terms (approximately 20 weeks) of formal schooling. Speech accuracy was higher at follow-up than at post-intervention on standardised speech measures and individual speech targets for the group as a whole, with eight of the ten participants demonstrating increased scores on their individual speech targets. Group scores on both letter knowledge measures were higher at follow-up than at post-intervention, with nine participants maintaining or improving on post-intervention performance. The majority of participants exhibited higher phonological awareness scores at follow-up on both the phoneme level assessments, with above chance scores achieved by five participants on one of the tasks, however, scores on the rhyme matching task demonstrated no evidence of growth. Some transfer of phonological awareness and letter knowledge was evident, with five children able to decode some words on the single word reading test and three children able to represent phonemes correctly in the experimental spelling task. The emergence of these early literacy skills highlighted the need for ongoing monitoring of children’s ability to transfer their improved phonological awareness and letter knowledge to decoding and spelling performance. In the sixth experiment (presented in Chapter 7) the long term effects of the integrated phonological awareness intervention was evaluated for one boy with DS aged 5;2 at the start of the intervention. The study monitored Ben’s speech and literacy development up to the age of 8;0 (34 months post pre-school intervention) which included two years of formal schooling. Ben demonstrated sustained growth on all measures with evidence of a growing ability to transfer letter-sound knowledge and phoneme-grapheme correspondences to the reading and spelling process. The results indicated an intervention which is provided early and which simultaneously targets speech, letter knowledge and phonological awareness goals provides a promising alternative to conventional therapy, and that integrating spoken and written therapy goals for children with DS can be effective in facilitating development in both domains. This thesis provides evidence that the spoken and written language abilities of New Zealand children with DS exhibit a pattern of delay and disorder that is largely consistent with those of children with DS from other countries reported in the literature. The home and school literacy environments of children in New Zealand with DS are rich in literacy resources and are, for the most part, supportive of their literacy development. The immediate and longer term results of the integrated phonological awareness intervention suggest that it is possible to achieve significant and sustained gains in speech, letter knowledge and phonological awareness which may contribute to the remediation of the persistent and compromised spoken and written language profile characteristic of individuals with DS.
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Robinson, Samantha Charlotte Rose. "The effects of a specialist reading intervention on children's literacy and behaviour." Thesis, University of Canterbury. School of Health Sciences, 2014. http://hdl.handle.net/10092/9886.
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Early reading skills are the foundation of children’s academic success (Lonigan et al., 1999). Unfortunately reading difficulties are highly prevalent in school children (National Center for Education Statistics, 2007) and can have significant and long-lasting negative impacts on academic, social, and vocational achievement (Sylva & Hurry, 1996). A link between difficulties in reading and behaviour problems has also been widely noted in the literature. Few studies have, however, examined the impact of reading interventions on both reading and behaviour skills for children, particularly for children with mild to moderate behavioural issues. This is an important area of research in determining the effects of literacy intervention, and disentangling the complex relationship between reading and behavioural difficulties. Accordingly, the current study aimed to monitor the effectiveness of a specialist reading intervention on children's literacy skills and behaviour.
The research employed a multiple case study design, and was separated into three phases (a pre-testing phase, intervention phase, and post-test phase). Participants consisted of 11 students from two Christchurch Primary schools who had difficulties in reading, as well as five teachers, two literacy teachers, and one teacher aide. Four participants, who exhibited more severe behaviour (as identified by their teacher on the Strengths and Difficulties Questionnaire) at pre-test, were selected as case study participants. Case study participants’ literacy teachers provided additional information regarding the students’ behaviour. All participants completed pre- and post-literacy (reading and spelling) and phonological awareness assessments and students were observed in the classroom setting. Teachers also completed surveys in regards to the students’ classroom behaviour over the course of the intervention.
The Agility with Sound intervention primarily targets phonological awareness and application of phonological decoding strategies in reading. The intervention also focuses on vocabulary development and reading comprehension. At School 1, participants attended four, 1 hour sessions each week as a small-group. At School 2, participants attended three sessions each week for 30 minutes. Differences in intervention scheduling and content across the two schools restricted the research design that could be employed to establish the effects of the specialist teaching.
Results showed that the majority of participants showed an increase in raw score for the Letter-word Identification (n=11), Word Attack (n=7), and Helen Arkell Spelling Test (n=9), indicating that the research intervention had a significant, positive impact on children’s word identification, decoding, and spelling skills. No significant differences were found between pre- and post-test measures of behaviour, however, qualitative data from teachers indicated that for four participants, some change in classroom behaviour was evident following intervention.
Findings from case study students indicated that Participant 9 who had the most reported difficulties during literacy sessions (as reported by her literacy teacher), demonstrated the least progress in literacy; demonstrating decreases in spelling and reading raw scores following the intervention period. The remaining case study participants all demonstrated increases in reading, spelling, and phonological awareness (with the exception of Participant 3 who showed no change in phonological awareness). All participants (with the exception of Participant 11 whose teacher-report of classroom behaviour remained the same from pre- to post-test) also demonstrated decreased raw scores in observation of problem classroom behaviours and teacher-reports of problem classroom behaviours over the course of the intervention period. A correlation analysis did not show a significant association between change in literacy and change in classroom behaviour following the intervention period.
The current research supports the use of Agility with Sound for enhancing school children’s literacy skills, and highlights the importance of combining literacy and behavioural intervention to enhance both literacy and classroom behaviour skills for children with co-morbid difficulties.
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Lyon, Fiona M. "Early intervention in Gaelic-medium education : creating and evaluating a tool for assessing phonological awareness." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=22580.
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This study investigated whether phonological awareness of pupils in the immersion stage of Gaelic-medium education in Scotland could be measured using an assessment tool, which does not replace subjective teacher observation, but provides objective evidence. The research data was collected in four phases. Initially an audit was made of English tests of phonological awareness that are currently available and used widely in the UK, in order to find suitable subtests. Many Gaelic-medium units are small, often with composite classes and few Support for Learning Teachers. Therefore, to explore the issues around measuring phonological awareness in Gaelic, it was necessary to create an assessment tool to be used by Classroom Teachers. In the second phase, the test was administered to 368 pupils in Primary 2 and 3 of these units/schools by Gaelic-medium teachers. The results were analysed to see what aspects of phonological awareness could be measured in Gaelic and if there was sufficien t information to create a diagnostic tool for identifying pupils' phonological weaknesses. The third phase involved analysing the results of the questionnaires that were completed by the teachers who had administered the test. Finally, a third of the respondents volunteered to complete semi-structured interviews by telephone, to gather fuller views and experiences of the Gaelic-medium teachers. Evidence of the development of Gaelic-medium learners' phonological awareness was obtained. Findings point to similarities in English in most aspects of phonological awareness; however, rhyming in Gaelic appears to be a poor indicator of phonological ability. The study suggests that phonological awareness in Gaelic develops with age. Following stringent analysis of the data, the instrument that was devised can provide a diagnostic profile of a pupil's phonological awareness in Gaelic. This research took a pioneering approach to the study of prevention of reading failure and has implications for assessment identifying pupils' progress and planning intervention for teachers in Gaelic-medium education, and has implications for teachers in other similar languages, such as Irish, or for teachers teaching bilingual pupils.
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Soto, Xigrid T. "Effects of a Spanish Phonological Awareness Intervention on Latino Preschoolers' Dual Language Emergent Literacy Skills." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7952.
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Young children’s emergent literacy skills, particularly phonological awareness (PA) and alphabet knowledge (AK), are two of the strongest predictors of future reading skill. There is limited research evaluating the effectiveness of emergent literacy interventions on the dual language PA and AK skills of at-risk Latino preschoolers who are Dual Language Learners (DLLs). The bulk of existing interventions are conducted only in English. There is preliminary evidence supporting that DLL Latino children benefit from Spanish PA and AK instruction; however, few studies include preschool-aged children.
This study applied a multiple probe design across units of instruction to evaluate the effects of a supplemental PA and AK intervention delivered in Spanish that explicitly teaches transfer of these skills to English. The aims of the study were to determine: 1) whether children receiving this intervention would make gains in their Spanish PA skills following the intervention; 2) whether they would apply the PA skills they learned from Spanish to English; 3) whether they would make gains in their Spanish AK skills; and lastly; 4) whether they would apply these Spanish AK skills to English.
Four Latino preschoolers with limited emergent literacy skills in Spanish and English participated in this study. Bilingual researchers delivered scripted lessons targeting PA and AK skills. The results indicated that children made large gains in their Spanish PA skills and small to moderate gains in their AK skills. Children also applied the skills they learned in Spanish to English. These findings provide preliminary evidence Latino preschoolers who are DLL benefit from emergent literacy instruction that promotes their bilingual and biliterate development.
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Samuels, Amy J. "Children with behavior and phonological awareness difficulties the effectiveness of an intervention targeting early reading skills /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
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Groover, Daria. "Head Start Transition to Elementary School: Is the Early Intervention Sustained?" Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73320.
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Poverty is a social context that has direct impact on students' performance since the conditions associated with poverty (brain development, social interactions, nutrition, and emotional environment) all play a role in developmental outcomes. Head Start is an early intervention program designed to address the unique needs of students from poverty. The Head Start Impact Study (DHHS, ACF, 2012) and other research (Lee, Brooks-Gunn, and Schnur, 1988; Ramey and Ramey, 2004) indicate that the academic achievement of low-income students who participated in Head Start is mixed as they move through elementary school. The purpose of the Head Start program is to prepare students with skills so that they begin kindergarten on an even playing field with their more advantaged peers (DHHS, ACF, 2013). Although students who participate in Head Start begin kindergarten with the appropriate readiness skills, initial gains are not maintained as they move through elementary school (Burkham and Lee, 2002).
The purpose of this mixed methods study was to examine the effects of the Head Start program as its students move through kindergarten and first grade. In the study, I analyzed data to find relationships between student performance on the Phonological Awareness Literacy Screening (PALS) (University of Virginia, 2010) and classroom practices that led to high achievement. Two Title I schools were studied. PALS scores were analyzed using t-tests, ANOVAs and multiple regressions. Reading performance in second grade was measured using scores from the Developmental Reading Assessment (Beave, 2006). Qualitative data were collected through interviews, focus groups, and document reviews. These data were utilized to make connections between the results of PALS and reading scores and the best practices being used in schools that showed strong results for the kindergarten and first grade students in the study. By triangulating data, I uncovered relationships between best practice strategies being used in high performing schools and achievement of former Head Start enrollees.<br>Ed. D.
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Ferreira, Janna. "Sounds of silence : Phonological awareness and written language in children with and without speech." Doctoral thesis, Linköping : Örebro : Faculty of Arts and Science, Linköping University ; The Swedish Institute for Disability Research, Örebro University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-10184.
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Levinstein, Sylvie. "A case study of a reading intervention programme for 'dyslexic students' in Israel." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/314612/.
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There is agreement among researchers that phonological awareness deficits are one of the main causes of dyslexia. Some researchers support the view that phonological awareness can be improved by teaching reading through a topdown approach (whole word) or a bottom-up approach (grapheme-phoneme); others claim that the combination of these two complementary approaches is more successful. The goal of this research combined reading intervention programme was to enhance the six 'dyslexic students' phonological awareness and to improve their reading in English in the inclusive English as a foreign language classroom. The research studied the effects the reading intervention programme, which systematically combines the two complementary approaches for the same duration of time in each session, had on the six Israeli research 'dyslexic students'. The present study is an inductive action research applying a case study design using qualitative research tools. Data from in-depth pre- and post-intervention interviews is triangulated with the participants' diaries, the practitioner's journal and the documentation of the pre- and post-intervention participants' assessments. Thematic data analysis indicated an improvement in the participants' phonological awareness, reading in English and functioning in the inclusive EFL classroom as a result of the combined reading intervention programme. The contribution to knowledge points to the fact that while a four-month cognitive intervention programme with 'dyslexic students' in Israel, studying English as a foreign language may improve students' cognitive functioning in English, it is insufficient in enabling students to allay their fears regarding the expectations of Israeli society, and their ability to succeed in life. Propositions suggest conducting a further action research study which examines the implementation of an additional emotional intervention to the cognitive one. The development of the emotional intervention will enable evaluation of the effects of a combined programme on 'dyslexic students' in Israel.
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Yeung, Siu-sze, and 楊少詩. "Phonological awareness, oral language proficiency and beginning reading development among Hong Kong Chinese kindergarteners: an intervention study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48128570.
Full textAbstract:
The present research investigates the causal influence of phonological awareness
and oral language proficiency on beginning reading and spelling development of
Chinese kindergarteners learning English-as-a-second-language (ESL). Three
inter-related studies using correlational and intervention design were conducted to
examine (1) the role of phonological awareness in English reading and spelling;
(2), the contribution of oral language proficiency to English reading and spelling;
(3), the efficacy of the phonological awareness instruction led by kindergarten
teachers in classroom settings, and (4) the cross-language associations of
metalinguistic skills and reading between English and Chinese.
In Study 1, 50 children from two Hong Kong ESL kindergartens were
assessed on measures of general intelligence, English and Chinese phonological
awareness, English and Chinese oral language proficiency, and English word
reading. With age and general intelligence statistically controlled, both English
oral language proficiency and English phonological awareness (phoneme
awareness) accounted for unique additional variance in English word reading.
In Study 2, the effects of phonological awareness instruction were
examined on 59 children from two local kindergartens. The phonological
awareness instruction, which taught syllable awareness and rhyme awareness, was
compared to a treated control group. The instructional programme was able to
enhance phonological awareness skills at the rhyme level but not at the syllable
level. Word reading was not significantly different between the instructional
group and the comparison group during the posttest. The results suggest that
instructional programme that solely focuses on phonological awareness skills
might not be able to enhance reading skills of Hong Kong Chinese ESL children.
Study 3 investigated the effects of a 12-week language-enriched
phonological awareness instruction on 76 Hong Kong young ESL
kindergarteners. The children were randomly assigned to receive the instruction
on phonological awareness skills embedded in vocabulary learning activities or a
comparison instruction which consisted of vocabulary learning and writing tasks
but no direct instruction in phonological awareness skills. They were tested on
oral language skills, phonological awareness at varied levels, reading, and spelling
in English before and after the program implementation. The results indicated that
children who received the phonological awareness instruction performed
significantly better than the comparison group on English word reading, spelling,
phonological awareness at all levels and expressive vocabulary on the posttest. In
addition, regression analyses on both pretest and posttest data showed that
phonological awareness (phoneme awareness) and oral language proficiency
(expressive vocabulary) are significant predictors of English reading and spelling.
Cross-language transfers of phonological awareness were found.
The present research suggests that both phonological awareness,
particularly phoneme awareness, and oral language proficiency (expressive
vocabulary) play a causal influence on English reading and spelling among
Chinese ESL children. The efficacious language-enriched phonological awareness
instruction indicates that kindergarten teachers with sufficient training and support
are able to implement instruction that aims to teach phonological awareness
directly and explicitly. The significant cross-language associations suggest that
phonological sensitivity is a common competence that children need to acquire in
learning to read two writing systems.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Education
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Hildebrandt, Brent J. "Auditory Training and its Effect on the Phonemic Awareness Development of Individuals with Dyslexia Who Have a Deficit in Phonological and Phonemic Awareness." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363278802.
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Zens, Naomi Katharina. "Facilitating Word-Learning Abilities in Children with Specific Language Impairment." Thesis, University of Canterbury. Communication Disorders, 2009. http://hdl.handle.net/10092/2698.
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Children with Specific Language Impairment (SLI) often present with difficulties in learning new words compared to age-matched children with typical language development. These difficulties may affect the acquisition, storage, or retrieval of new words. Word-learning deficits impact on children’s vocabulary development and impede their language and literacy development. Findings from a wide range of studies investigating word-learning in children with SLI demonstrated that semantic and phonological knowledge are crucial to the word-learning process. However, intervention studies designed to improve the word-learning abilities in children with SLI are sparse. The experiments described in this thesis addressed this need to understand the effects of interventions on word-learning abilities. Further, the thesis describes the first investigation of word-learning abilities of New Zealand school-aged children with SLI. Specifically, the following three broad questions are asked: 1. What are the word-learning skills of New Zealand school-aged children with SLI compared to children with typical language development and which underlying language skills influence word-learning? 2. What are the immediate and longer term effects of phonological awareness and semantic intervention on word-learning and language skills in children with SLI? 3. What are the error patterns of children with SLI compared to children with typical language development when learning to produce new words and do these patterns change following phonological awareness and semantic intervention? The first experiment compared the word-learning abilities of 19 school-aged children with SLI (aged 6;2 to 8;3) to age-matched children with typical language development and revealed that children with SLI presented with significant difficulties to produce and to comprehend new words. After repeated exposure, children with SLI caught up to the performances of children with typical language development in learning to comprehend new words, but not on production of new words. Correlation analyses demonstrated that there were no correlations between the word-learning skills and other language measures for children with SLI, whereas the word-learning abilities of children with typical language development were correlated to their phonological awareness, semantic, and general language skills. In the second experiment, it was investigated whether there were also qualitative differences during word-learning between children with and without SLI additionally to the quantitative differences as revealed in the first experiment. Children’s erroneous responses during the word-learning tasks were categorised into phonological, semantic, substitution or random errors. A comparison of the children’s error patterns revealed that children with SLI presented with a different error pattern and made significantly more random errors than children with typical language development. However, after repeated exposure, children with SLI demonstrated a similar error pattern as children without SLI. Furthermore, it was examined whether a specific combination of phonological and semantic cues facilitated children’s learning of new words or whether there were word-specific features that facilitated children’s word-learning. No facilitative word-specific features could be identified. Analysis revealed that there were no significant effects of cueing on learning new words, but specific patterns could be derived for children with SLI. Children with SLI learned to comprehend more words that were presented with two semantic cues or one phonological and one semantic cue and learned to produce more words that were presented with two phonological cues. In the third experiment, the effectiveness of a combined phonological awareness and semantic intervention to advance children’s word-learning abilities was examined. Nineteen children with SLI (same participants as in experiment 1) participated in this intervention study that implemented an alternating treatment group design with random assignment of the participants. Children in group A received phonological awareness intervention followed by semantic intervention, whereas children in group B received the same interventions in the reverse order. Children’s word-learning abilities were assessed at pre-test, prior to the intervention, at mid-test after intervention phase 1, and at post-test, immediately following the completion of the second intervention phase. Each intervention itself was effective in significantly improving children’s fast mapping skills, however, gains in children’s word-learning abilities were only found for children in group A for production of new words. Extending the findings of the intervention effectiveness of phonological awareness and semantic intervention on word-learning as reported in experiment 3, it was investigated in experiment 4, whether the implemented intervention additionally influenced the error patterns of children with SLI. The erroneous responses of children with SLI on all word-learning probes at pre-, mid-, and post-test were categorised into the same error groups as described in the second experiment (semantic, phonological, substitution, and random errors). The error analyses revealed that children’s error profiles changed during the course of intervention and treatment specific effects on children’s erroneous responses were found. Post-intervention, children who received phonological awareness followed by semantic intervention displayed the same error patterns as children with typical language development, whereas children who received the same interventions in the reverse order maintained the same error pattern as displayed at pre-test. The final experiment examined the longer-term effects of the combined phonological awareness and semantic intervention reported in experiment 3 on the language and literacy development of children with SLI. Eighteen of the 19 children with SLI, who received the intervention reported in experiment 3, were available for re-assessment 6 months after the completion of the intervention. The children (aged 7;1 to 9;2 years) were re-assessed on a range of standardised and experimental measures. Data analysis revealed that 6 months post-intervention, all children were able to maintain their gains in phonological awareness, semantic, and decoding skills as displayed immediately after the intervention. Children’s general language and reading skills significantly improved following the intervention; however, children who received phonological awareness intervention followed by semantic intervention displayed significantly better reading outcomes than the children who received the same interventions in the reverse order. This thesis revealed that a combination of phonological awareness and semantic intervention can enhance the word-learning abilities of children with SLI. The combined intervention approach was also effective in additionally improving children’s general language skills and the reading of single non-words and real words, as well as connected text. The immediate and longer-term intervention effects provide evidence that advancing the semantic and phonological awareness skills is an effective intervention approach to support children with SLI in their word-learning and to furthermore promote their language and literacy development. However, the order of the implemented interventions played a significant role: Children in the current study profited most when they received phonological awareness intervention first, followed by semantic intervention.
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Yurick, Amanda L. "The effectiveness of an instructional assistant led supplemental early reading intervention with urban kindergarten students." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1154636538.
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Noe, Sean R. "Effects of a pre-recorded parent-child shared reading intervention on at-risk preschool children's phonological awareness skills." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338303305.
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McNeill, Brigid. "Advancing spoken and written language development in children with childhood apraxia of speech." Thesis, University of Canterbury. Communication Disorders, 2007. http://hdl.handle.net/10092/1462.
Full textAbstract:
Children with childhood apraxia of speech (CAS) are likely to experience severe and persistent spoken and written language disorder. There is a scarcity of intervention research, however, investigating techniques to improve the speech and literacy outcomes of this population. The series of 5 experiments reported in this thesis investigated phonological awareness and early reading development in children with CAS and trialled a new intervention designed to advance the spoken and written language development of those affected. In the first experiment (presented in Chapter 2), a comparison of 12 children with CAS, 12 children with inconsistent speech disorder (ISD), and 12 children with typical speech-language development (TD) revealed that children with CAS may be particularly susceptible to phonological awareness and reading deficits. There was no difference in the articulatory consistency and speech severity of the CAS and ISD groups, and no difference in the receptive vocabulary of the CAS, ISD, and TD groups. The children with CAS exhibited poorer phonological awareness scores than the comparison groups and had a greater percentage of participants performing below the expected range for their age on letter knowledge, real word decoding, and phonological awareness normative measures. The children with CAS and ISD performed inferiorly than the children with TD on a receptive phonological representation task. The results showed that the children with CAS had a representational component to their disorder that needed to be addressed in intervention. In the second experiment (presented in Chapter 3), a follow-up pilot study was conducted to examine the long-term effects of a previously conducted intensive integrated phonological awareness programme (7 hours of intervention over 3 weeks) on 2 children with CAS. The children aged 7;3 and 8;3 at follow-up assessment had previously responded positively to the intervention. Results showed that the children were able to maintain their high accuracy in targeted speech repeated measures over the follow-up period. One child was also able to maintain her high accuracy in phonological awareness repeated measures. The children performed superiorly on a standardised phonological awareness measure at follow-up than at pre-intervention. Non-word reading ability showed a sharp increase during the intervention period, while minimal gains were made in this measure over the follow-up period. The findings suggested that an integrated intervention was a potential therapeutic approach for children with CAS. In the third experiment (presented in Chapter 4), the effectiveness of an integrated phonological awareness programme was evaluated for the 12 children (identified in the first experiment) aged 4 to 7 years with CAS. A controlled multiple single-subject design with repeated measures was employed to analyse change in trained and untrained speech and phoneme segmentation targets. A comparative group design was used to evaluate the phonological awareness, reading, and spelling development of the children with CAS compared to their peers with TD over the intervention. The children participated in two 6- week intervention blocks (2-sessions per week) separated by a 6-week withdrawal block. Seven children with CAS made significant gains in their production of trained and untrained speech words with 7 of these children demonstrating transfer of skills to connected speech for at least one target. Ten children showed significant gains in phoneme awareness, and 8 of these children demonstrated transfer of skills to novel phoneme awareness tasks. As a group, the children with CAS demonstrated accelerated development over the intervention period in letter knowledge, phonological awareness, word decoding, and spelling ability compared to their peers with typical development. In the fourth experiment (presented in Chapter 5), the speech, phonological awareness, reading, and spelling skills of children with CAS and TD were re-evaluated 6- months following completion of the intervention programme. A measure of reading accuracy and reading comprehension in a text reading task was administered to the children with CAS. There was no difference in the performance of the children with CAS in post-intervention and follow-up assessments. The children with CAS and children with TD presented with similar relative change in phonological awareness, reading, and decoding measures over the follow-up period. The connected reading performance of children with CAS mirrored their phonological awareness and decoding skills. The findings demonstrated that children with CAS were able to maintain gains achieved during the intervention but may need further support to promote sustained development in written language. In the fifth experiment (presented in Chapter 6), the long-term effects of the integrated phonological awareness programme for identical twin boys who participated in the research intervention at pre-school were examined. The study examined Theo and Jamie's spoken language, phonological awareness, reading, and spelling development during their first year of schooling. The results pointed to the benefit of providing phonological awareness within a preventative framework for children with CAS. Theo and Jamie experienced continued growth in speech and phonological awareness skills. They exhibited age-appropriate reading and spelling development during their first year of formal literacy instruction. It was concluded from this series of experiments that children with CAS are particularly vulnerable to phonological awareness and early reading difficulty, and that an integrated phonological awareness intervention is an effective means of developing speech, phonological awareness, reading, and spelling skills in most children with CAS. The intervention appears to target processes underlying spoken and written language development in this population. The results are discussed within a phonological representation deficit hypothesis of CAS and clinical implications of the findings are highlighted.
22
Kruse, Lydia. "Small groups, big gains: Efficacy of a tier 2 phonological awareness intervention with preschoolers using a multiple-baseline design." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373485234.
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Good, Pua Virginia. "An investigation of the effectiveness of integrating sound-field amplification and classroom-based phonological awareness intervention on the early reading development of young school children." Thesis, University of Canterbury. Communication Disorders, 2009. http://hdl.handle.net/10092/4249.
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Sound-field amplification systems (SFA) have proven effective in overcoming classroom listening difficulties associated with noise, distance and reverberation. However, whether improving the classroom listening environment is sufficient to enhance young children’s learning in areas critical to early reading acquisition, such as awareness of the sound structure of spoken words (phonological awareness: PA), is unclear. This study aimed to examine the effectiveness of an enhanced listening environment combined with PA intervention which aimed to specifically increase children’s PA compared to an enhanced listening environment alone.
Participants were 38 children aged 5-6 years from two classes at a low-decile primary school. All children were hearing screened at baseline, pre- and post-intervention. PA, letter-sound knowledge, real and non-word decoding were measured three times over 10 weeks (Term 1) prior to SFA installation in both classrooms, as well as pre- and post-intervention. In Term 2, children in class 1 were randomly assigned to receive SFA and an eight-week class-based teacher-administered PA programme. Class 2 received SFA only.
A significant learning effect for all children occurred during the first phase of the monitoring period. Yet, a plateau was reached for most children between assessment times two and three prior to intervention. Following intervention, class 1 demonstrated a significant difference compared to class 2 in one PA assessment. Other measures failed to show any differences between classes. Visual data analyses revealed particular (non-significant) improvements for poor readers in class 1. These children outperformed poor readers in class 2 on all measures. Teacher questionnaires indicated that children’s listening skills improved with SFA. The significant difference observed in one measure of PA between classes demonstrated that the combination of enhanced classroom acoustic environment and PA intervention actively improved PA development. The results of this study have implications for: (a) facilitating attention to sound structure, (b) optimal intervention for early PA development, (c) early reading acquisition in New Zealand classrooms, and, (d) the use of typical models of professional teacher development.
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Wise, Justin Coy. "The Growth of Phonological Awareness: Response to Reading Intervention by Children with Reading Disabilities who Exhibit Typical or Below-Average Language Skills." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-04182005-104522/.
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Thesis (Ph.D.)--Georgia State University, 2005.<br>Title from title screen. Rose Sevcik, committee chair; Robin Morris, Mary Ann Romski, Byron Robinson, committee members. 194 p. [numbered xii, 180] ; ill. (some col.) Description based on contents viewed Feb. 26, 2007. Includes bibliographical references (p. 168-180).
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Gale, Deanne. "The Effect of Computer-Delivered Phonological Awareness Training on the Early Literacy Skills of Students Identified as At-Risk for Reading Failure." Scholar Commons, 2006. http://scholarcommons.usf.edu/etd/3860.
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The current study examined the effects of two computer-delivered phonological awareness training programs (Earobics Step 1 and Lexia Early Reading) on the early literacy skills of kindergarten and first grade students at risk for reading failure. The study utilized a multi-group pretest-treatment-posttest design. Student participants, who were identified for the study through a school-wide screening, were randomly assigned to one of three groups (i.e., Earobics, Lexia Early Reading, or control), and their progress was monitored throughout a five-week intervention period. Results using an analysis of covariance (ANCOVA) to examine differences in adjusted mean post-test scores indicated that the Earobics program produced better outcomes than the Lexia and control groups as measured by the Dynamic Indicators of Basic Early Literacy Skills. Results of a hierarchical linear modeling (HLM) analysis examining initial status and rates of growth also indicated greater rates of change among the Earobics group when compared with the Lexia and control groups. The Earobics program was shown to be an effective intervention for improving early literacy skills for students at risk for reading failure. Implications of the study for working with early elementary students who show deficits in phonological awareness are discussed.
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Stenlund, Charlotte. "Jakten på en effektiv intervention : En kommuns satsning i åk 2 på intensiv lästeknisk träning för elever i lässvårigheter." Thesis, Umeå universitet, Institutionen för språkstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-98099.
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The aim of this study is to investigate the effect of an intervention that focuses on phonics, decoding, reading speed and phonological awareness for 8-9 year old children in reading difficulties. Participants were selected on the basis of screening test results in grade one (decoding and reading comprehension). The participants were divided into two groups, an intervention group (A1, n=10 children) and a control group (A2, n=10). A1 received 30 minutes of intense reading instruction every day for six weeks from special educational needs teachers on top of their usual classroom based reading instruction. The control group received only their usual classroom-based reading instruction. Both groups completed a pre-intervention test and a post-intervention test to determine the effect of the intervention. Both groups were tested for decoding, phonological awareness, letter/sound connection, RAN and reading speed. The results show that both groups increased their reading ability with A1 showing the bigger gain. The intervention had significant effect after six weeks training on decoding words and non-words, and a tendency to significance for reading speed. The findings highlight the importance of early structural phonological training to accomplish and strengthen children’s reading speed and decoding ability, especially for children in reading difficulties.
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Manzoli, Priscila Maria de Lima Ribeiro. "Verificação da eficácia do CD-ROM Alfabetização Fônica Computadorizada no desenvolvimento de habilidades de consciência fonológica e de leitura." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-08102013-152443/.
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Já é conhecida a relação de reciprocidade entre consciência fonológica e habilidades de leitura. Diversas pesquisas demonstraram o efeito direto do treino em habilidades de consciência fonológica sobre a aquisição da leitura e como o treino sistemático da leitura auxilia no desenvolvimento de níveis mais complexos de consciência fonológica. Dentro deste contexto, o objetivo da pesquisa foi verificar a eficácia do CD-ROM Alfabetização Fônica Computadorizada no desenvolvimento de habilidades de consciência fonológica e de leitura em crianças do segundo ano do ensino fundamental. Participaram do estudo 81 crianças, com idades entre seis e oito anos, de ambos os sexos, matriculadas no segundo ano de uma escola municipal da periferia de um município com 30.000 habitantes. Para avaliar a consciência fonológica foi aplicada a Prova de Consciência Fonológica. Para avaliar as habilidades de leitura utilizou-se uma versão da Provinha Brasil e uma prova de leitura oral de palavras. Foi adotado um delineamento de comparação de grupos com três momentos de avaliação. No primeiro momento, todas as crianças foram avaliadas. Depois da primeira avaliação, foi conduzida a intervenção somente com as crianças do Grupo 1. Na intervenção, as atividades do CD-ROM foram distribuídas em dez sessões, que aconteciam duas vezes por semana. Ao final da intervenção, todos os participantes foram avaliados novamente. As crianças do Grupo 2 passaram pela intervenção depois da segunda avaliação. Após o término da intervenção no Grupo 2, foi realizada a última avaliação nos dois grupos. Os resultados foram analisados em termos de efeito da intervenção e resposta à intervenção em função do repertório prévio de habilidades de consciência fonológica. Em relação aos efeitos da intervenção, os resultados indicaram que o programa teve impacto direto nas habilidades de síntese fonêmica e segmentação fonêmica dos participantes. Isso foi observado pela diferença significativa entre os grupos apresentada na segunda avaliação, quando apenas um dos grupos havia sido submetido à intervenção. Nas outras habilidades envolvidas na consciência fonológica e nas habilidades de leitura, os resultados não indicaram efeito significativo da intervenção, mas mostraram desenvolvimento dessas habilidades ao longo do ano letivo. Para avaliar a resposta à intervenção em função do repertório prévio, os participantes foram classificados em cinco perfis de desenvolvimento das habilidades de consciência fonológica, antes e depois da intervenção. A comparação entre as avaliações pré e pós-intervenção mostrou que as crianças com repertório de entrada mais refinado, ou seja, com habilidades fonológicas mais desenvolvidas, foram as mais beneficiadas pelo programa.<br>The reciprocal relationship between phonological awareness and reading skills is already known. Several studies have demonstrated the direct effect of training in phonological awareness on reading acquisition and how the systematic training of reading supports the development of more complex levels of phonological awareness. In this context, the aim of the research was to determine the effectiveness of the CD-ROM Alfabetização Fônica Computadorizada in the development of phonological awareness and reading in children from the second year of elementary school. The study included 81 children, aged between six and eight years old, of both sexes, enrolled in the second year of a public school on the outskirts of a town with 30,000 inhabitants. To assess phonological awareness, the Phonological Awareness Test was applied. To assess reading skills, a version of Provinha Brasil and an oral word reading test were applied. We adopted a randomized comparison of groups in three evaluation moments. At first, all children were assessed. After the first assessment, the intervention was conducted only on children from Group 1. During the intervention, the activities of the CD-ROM were distributed over ten sessions, which happened twice a week. At the end of the intervention, all participants were assessed again. Children from Group 2 went through the intervention after the second evaluation. At the end of the intervention in Group 2, the last evaluation was conducted in both groups. The results were analyzed in terms of the effect of the intervention and response to intervention due to prior repertoire of phonological awareness. Regarding the effects of the intervention, the results indicated that the program had a direct impact on phonemic synthesis and phonemic segmentation skills of the participants. This was observed through the significant difference between the groups during the second evaluation, when only one of the groups had been subjected to the intervention. In relation to the other skills involved in phonological awareness and reading skills, the results indicated no significant effect arising from the intervention, but showed development of these skills throughout the school year. In order to evaluate the response to the intervention as a function of prior repertoire, participants were classified into five development profiles of phonological awareness skills before and after the intervention. The comparison between pre- and post-intervention assessments showed that children with a more refined repertoire of entry, i.e. with more developed phonological skills, were the most benefited from the program.
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Marques, Débora Mattos. "O impacto da estimulação da consciência fonológica nas habilidades de leitura e escrita em indivíduos de desenvolvimento atípico – uma revisão crítica da literatura." Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7090.
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Previous issue date: 2018-02-28<br>CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>É quase consenso na literatura que a consciência fonológica está ligada às habilidades de leitura e escrita, e isso tem promovido pesquisas a respeito daqueles indivíduos com trajetórias diferentes de desenvolvimento e que não alcançam (ou alcançam tardiamente) a capacidade de ler e escrever fluentemente. Esta dissertação tem como objetivo principal fazer uma revisão crítica da literatura a fim de olhar para pesquisas realizadas com a intenção de fortalecer a consciência fonológica em indivíduos de quatro amostras de desenvolvimento atípico: síndrome de Williams, Autismo, síndrome de Down, e Dislexia, com possível impacto nas habilidades de leitura e de escrita. Foram utilizadas quatro bases de dados, com buscas em português, inglês e espanhol, resultando em um total de 34 textos incluídos para esta análise. As pesquisas mostraram que as intervenções com foco em consciência fonológica são favoráveis ao desenvolvimento de habilidades de leitura e escrita também nessas populações e suscitaram reflexões a respeito das metodologias utilizadas, tempos de treinamento, número de informantes, entre outros aspectos.<br>It is almost consensual in the literature that phonological awareness is linked to reading and writing skills, and this has promoted research on individuals with different developmental trajectories who do not develop (or do it later) the ability to read and write fluently. The main objective of this dissertation is to do a critical review of papers that focus on the reinforcement of phonological awareness in individuals from four atypical populations: Williams Syndrome, Autism, Down Syndrome and Dyslexia, with potential impact on reading and writing skills. We searched papers on four databases, using keywords in Portuguese, English, and Spanish. The result is an amount of of 34 papers, analized in this study. The papers we found have shown that interventions focused on phonological awareness are favorable to the development of reading and writing skills in these populations, which raised some considerations about methodologies, training duration, number of informants, among other aspects.
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Diniz, Neusa Lopes Bispo. "Metalinguagem e alfabetização: efeitos de uma intervenção para recuperação de alunos com dificuldades na aprendizagem da linguagem escrita." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-09012009-144508/.
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Há na literatura especializada fortes evidências empíricas a respeito das relações entre habilidades de leitura e escrita e habilidades metalingüísticas. Entretanto, ainda são pouco numerosos os trabalhos que analisam efeitos de intervenções, sobretudo com falantes do português brasileiro. A presente pesquisa investigou a influência de um programa de intervenção, baseado em atividades voltadas para o desenvolvimento da consciência dos aspectos formais e estruturais da linguagem, com vistas ao domínio de habilidades metafonológicas e metassintáticas, sobre o desenvolvimento de habilidades de leitura e de escrita. O estudo teve um delineamento do tipo experimental realizado com um grupo experimental e um grupo controle, em três fases: pré-teste e pós-teste para todos os participantes e intervenção para o grupo experimental em sala de aula. Participaram deste estudo 44 crianças de ambos os sexos, de 2ª séries do ensino público fundamental, com idades de 08 a 12 anos, originárias de duas classes regulares nas quais as crianças apresentavam diversidades em termos de desempenho no processo de alfabetização. Algumas já dominavam o sistema escrito, mas muitas delas ainda não tinham este domínio. Foi feita aplicação coletiva de tarefas de avaliação de escrita e aplicação individual de tarefas de avaliação de leitura, consciência fonológica e consciência sintática antes e depois da intervenção. Esta consistiu em 16 sessões de aplicação coletiva de atividades lúdicas metafonológicas e 15 sessões de atividades lúdicas metassintáticas. Os dados foram submetidos ao teste T de significação de Student. Os resultados demonstraram que, apenas para o grupo experimental, houve diferenças significativas na comparação das médias pré e pós-teste para tarefas de escrita de palavras e de habilidades metafonológicas. Em tarefas de leitura e habilidades metassintáticas ambos os grupos progrediram significativamente. Concluiu-se que a efetividade do programa de intervenção constitui uma importante implicação pedagógica, pois evidencia que é possível recuperar atrasos em linguagem escrita em crianças dos anos iniciais do ensino fundamental através de treino em consciência fonológica, correspondência grafemafonema e consciência sintática, em situação real de sala de aula.<br>There are strong empirical evidences in the specialized literature regarding the relationship between reading and writing skills and metalinguistic skills. However, there is still little research that analyzes the effects of interventions, especially with speakers of Brazilian Portuguese. This research investigated the influence of an intervention program, based on activities focused on the development of awareness of formal and structural aspects of the language, with a view to the field of metaphonological and metasyntactical skills on the development of reading and writing skills. The survey had an experimental type delineation carried out with an experimental group and a control group in three phases: pre-test and posttest for all participants and intervention for the experimental group in the classroom. Forty four children of both gender of the second year of the public elementary education, aged from 08 to 12 years, took part in this survey. The children were from two regular classrooms in which they had diversity in terms of performance in the literacy process. Some of them already dominated the writing system, but many of them didnt have this domain. It was accomplished collective application of writing valuation tasks and single application of reading, phonological awareness and syntactical awareness valuation tasks before and after the intervention. The intervention consisted of 16 sessions of collective application of metaphonological ludic activities and 15 sessions of metasyntactical ludic activities. The data were submitted to the Students T test. The results showed that there were significant differences, comparing the pre-test and post-test means, to the tasks of words writing, reading and metaphonological and metasyntactical skills. Both groups made a significant upgrade in tasks of reading and metasyntactical skills. It is concluded that the effectiveness of the intervention program has an important pedagogical implication as it shows that it is possible to recover lateness in written language in children of the early years of elementary education through training in phonological awareness, grapheme-phoneme matching and syntactical awareness in actual circumstances of the classroom.
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Tosim, Patrícia Ferrari. "Treinamento auditivo-fonológico : uma proposta de intevenção para escolares com dificuldades de aprendizagem /." Marília : [s.n.], 2009. http://hdl.handle.net/11449/102200.
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Orientador: Tânia Moron Saes Braga<br>Banca: Andréa Lopes Cintra<br>Banca: Dágma Venturini Marques Abramides<br>Banca: Débora Deliberato<br>Banca: Simone Aparecida Capellini<br>Resumo: INTRODUÇÃO: As dificuldades escolares apresentadas por crianças podem ter várias causas e sofrer influência de diversos fatores, dentre os quais o transtorno do processamento auditivo (TPA). Frequentemente, os comportamentos sugestivos de TPA e dificuldades quanto às habilidades fonológicas estão associados a problemas de aprendizagem. Portanto, é de suma importância a avaliação das habilidades auditivas e fonológicas visando à realização de uma intervenção apropriada. OBJETIVOS: O objetivo principal deste estudo foi elaborar e aplicar um modelo de treinamento, o treinamento auditivo-fonológico, destinado a escolares com dificuldades de aprendizagem e comportamentos sugestivos de TPA, bem como verificar a sua eficácia. MÉTODOS: Participaram deste estudo 3 escolares do gênero feminino, com idade de 8 anos e 7 meses a 10 anos e 1 mês, de 2ª e 3ª séries do Ensino Fundamental, previamente selecionadas tendo em comum a participação na sala de reforço devido a dificuldades de aprendizagem. A pesquisa realizou-se em 3 etapas: a) etapa pré-treinamento, b) treinamento e c) pós-treinamento. No início do pré-treinamento, realizaram-se entrevista com os pais e entrevista com as professoras das escolares. Em seguida, foi feita a avaliação do processamento auditivo (PA) das participantes por meio da triagem do processamento auditivo teste de dissílabos alternados (SSW), teste Fala com Ruído, teste PSI e avaliação da consciência fonológica aplicando-se a Prova de Consciência Fonológica. O treinamento constituiu-se de 12 sessões individuais nas quais foram desenvolvidas atividades para estimular as habilidades auditivas e fonológicas. Sua frequência foi de duas vezes por semana, com duração aproximada de dois meses. Após o término do treinamento, fez-se a reavaliação das escolares com os mesmos procedimentos acima descritos. Os dados obtidos durante as ...(Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract:Children's difficulties in school may have many causes and be influenced by various factors, among which auditory processing disorder (APD). The behaviors suggesting APD and disabilities in phonological skills are frequently associated with learning problems. Therefore, an evaluation of auditory and phonological skills is of utmost importance to determine an appropriate intervention. The main purpose of this study was to devise and apply a training model, the phonological auditory training, addressed to children who have learning difficulties and behaviors that characterize APD, as well as to assess its effectiveness. Three school-girls (ages between 8 years/7 months old and 10 years/1 month old) from the 2nd. and 3rd. grades of Primary Education were previously selected as they were attending reinforcement classes for students with learning difficulties. The investigation was carried out in 3 phases: a) pre-training, b) training and c) post-training. In the pre-training phase, an interview with the students' parents and an interview with their teachers were initially conducted. Afterwards, the participants' auditory processing was evaluated by means of screening tests, namely alternate dissyllable test (SSW), Speech- in-Noise test, PSI test and evaluation of phonological awareness using the Phonological Awareness Test. The training phase consisted of 12 individual sessions involving activities aimed to stimulate phonological and auditory skills. These sessions took place twice a week and lasted about three months. After the end of the training period, the participants were re-evaluated following the same procedures described above. The data obtained both during the training sessions and the evaluations of the participants' performance before and after the training phase were analyzed quantitatively and comparatively. The results showed the three students had improved in auditory ...(Complete abstract click electronic address below)<br>Doutor
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Sundman-Wheat, Ashley Nicole. "A Head Start to Learning: Exploration of a Parent-Directed Intervention to Promote Early Literacy Skill Development." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4233.
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This study examined the effects of a parent-led intervention focused on developing children's early literacy skills within the home setting. The lesson plans contain scripted steps for completing activities to teach letter names and phonological awareness skills. Archival data were analyzed from a study conducted with 26 families from three Head Start centers. Thirteen families completed the intervention and thirteen families were enrolled in a control condition which provided information on shared reading strategies. Children in the intervention group performed at statistically significant higher levels on measures of letter naming, phonological awareness, vocabulary/oral language, and comprehension. Parents rated both the intervention and control conditions as highly acceptable. Most parents (n= 10) within the intervention group completed the vast majority of the lesson plans. Changes within the home revealed that parents in both groups engaged in the same types of early learning activities, but that parents in the intervention group reported engaging in these activities more frequently than the control group. This study contributes to the literature by creating a method of parental involvement in preschool targeting phonological awareness and letter naming abilities.
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Santana, Thayane Sampaio Campos. "A rela??o entre consci?ncia fonol?gica e aquisi??o da escrita em crian?as do 1? ano do ensino fundamental, antes e ap?s um programa de interven??o." Universidade Estadual de Feira de Santana, 2018. http://tede2.uefs.br:8080/handle/tede/681.
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Previous issue date: 2018-03-07<br>The present study investigates the relationship between writting and phonological awareness before and after applying an intervention program in ten 6-7 year-old children,, from 1st year of Elementary School (Key stage 1 Year 1), from the same classroom of a private midsize School, located in the peripheral l zone of Feira de Santana city, Bahia state, Brazil. Phonological awareness is understood to be the ability to reflect and manipulate speech sounds, at the syllable and phoneme levels. The written was analyzed according to proposed written stages by Ferreiro and Teberosky (1998) and the misspelling was evaluated according Cagliari (1997). Phonological awareness was evaluated using the ?CONFIAS test ? Sequential Evaluated Instrument of Phonological awareness? proposed by Moojen et alii (2014). The intervention program is a CONFIAS adaptation suggested by Cardoso and Capellini (2009). The goal of this research is to describe the student performance in an isolated word dictation; to analyse the performance in CF tasks; to identify used strategies from subjects in the CF tests; to compare the results before and after the intervention program application; to verify whether there is some relationship between the results of CF tests and misspelling. As theoretical contribution, mainly, the manuscripts were used by Cagliari (1997), Ferreiro and Teberosky (1998), Morais (2000), Moreira (2013), Moojen et alii (2014) and Pepe (2014). The results found even though they were literate, children still had difficulties performing the task of phonemic segmentation; the intervention contributed, above all, to the performance of the subjects in the tasks at the phonemic level; the tasks involving rhyme and segmentation of phonemes are the most complex to perform; the children use strategies in trying to achieve the CF tasks; errors of two natures were found in the word dictation data: misuse of letters and modification of the segmental structure. This research contributes tor the medical and education fields, considering that it can help rehabilitation practices from patients with language disorders or learning difficulties, especially those related to writing, to understanding the difficulties associated with phonological awareness; besides offering subsidies to teachers that work with literacy classes<br>O presente estudo investiga a rela??o entre a escrita e a consci?ncia fonol?gica antes e ap?s um programa de interven??o aplicado em dez crian?as, com idades entre seis e sete anos, do 1? ano do Ensino Fundamental I de uma mesma classe de um col?gio particular de m?dio porte, localizada na zona perif?rica da cidade de Feira de Santana ? BA. Entende-se como consci?ncia fonol?gica a habilidade de refletir e manipular os sons da fala, nos n?veis da s?laba e fonema. A escrita foi analisada de acordo com os est?gios de escrita propostos por Ferreiro e Teberosky (1998) e os erros ortogr?ficos avaliados conforme Cagliari (1997). Para avaliar a consc?ncia fonol?gica, foi utilizado o CONFIAS ? Consci?ncia Fonol?gica Instrumento de Avalia??o Sequencial, proposto por Moojen et al. (2014). O programa de interven??o ? uma adapta??o do CONFIAS sugerido por Cardoso e Capellini (2009). A pesquisa tem como objetivos: descrever o desempenho de escolares em um ditado de palavras isoladas; analisar o desempenho em tarefas de CF; identificar as estrat?gias utilizadas pelos sujeitos no teste de CF; comparar os resultados obtidos antes e ap?s o programa de interven??o; verificar se h? rela??o entre os resultados do teste de consci?ncia fonol?gica e os erros de ortografia. Como aporte te?rico, foram utilizados, sobretudo, os trabalhos de Cagliari (1997), Ferreiro e Teberosky (1998), Morais (2000), Moreira (2013), Moojen et al. (2014), Pepe (2014). Os resultados encontrados apontam que, mesmo alfabetizadas, as crian?as permaneciam com dificuldades em executar a tarefa de segmenta??o fon?mica; a interven??o contribuiu, sobretudo, para o desempenho dos sujeitos nas tarefas no n?vel fon?mico; as tarefas que envolvem rima e segmenta??o de fonemas s?o as mais complexas de serem executadas; as crian?as utilizam estrat?gias na tentativa de acertarem as tarefas de CF; foram encontrados, nos dados do ditado de palavras, erros de duas naturezas: uso indevido de letras e modifica??o da estrutura segmental. A pesquisa contribui para os campos m?dico e educacional, tendo em vista que pode auxiliar as pr?ticas de reabilita??o para pacientes com dist?rbios da linguagem ou dificuldades de aprendizado, sobretudo relacionados ? escrita; para o entendimento das dificuldades associadas ? consci?ncia fonol?gica; al?m de oferecer subs?dios aos professores que trabalham com turmas de alfabetiza??o
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Pereira, Daniel. "Accès au langage écrit et psychomotricité : effets d’une intervention psychomotrice axée sur les compétences temporelles sur l’apprentissage de la lecture et ses troubles." Thesis, Sorbonne Paris Cité, 2018. https://wo.app.u-paris.fr/cgi-bin/WebObjects/TheseWeb.woa/wa/show?t=1566&f=15617.
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Ce travail de recherche vise à rapprocher la psychomotricité de l'accès au langage écrit, tant dans une perspective développementale que pathologique, afin de formuler des hypothèses quant à de nouvelles pratiques pédagogiques et préventives (pour permettre de faciliter l'apprentissage de la lecture chez l'apprenti-lecteur), mais également rééducatives (afin de mieux remédier à ses troubles). L'approche théorique permettra de mettre en lien un domaine psychomoteur précis, les compétences temporelles (incluant les compétences rythmiques), avec la conscience phonologique et la lecture, mais également avec les fonctions cognitives et exécutives (mémoire et inhibition) communes à l'accès au langage écrit et aux compétences temporelles. En conséquence, les effets d'une intervention psychomotrice, basée sur le développement des compétences temporelles, sur l'accès au langage écrit, à la fois chez des enfants apprenti-lecteurs (protocole 1) et chez des enfants dyslexiques (protocole 2) sont questionnés. Notre premier protocole expérimental, mené auprès de 61 enfants suivis de la moyenne section de maternelle jusqu'à la fin du cours préparatoire. Ces enfants ont été divisés en deux groupes, un groupe contrôle et un groupe expérimental, ayant reçu un entrainement psychomoteur aux compétences temporelles en moyenne et grande section de maternelle. Par l'intermédiaire des résultats des enfants du groupe contrôle, nous avons puis mettre en évidence les relations entre le rythme, les compétences en lien avec l'accès au langage écrit, la mémoire et l'inhibition, en moyenne section et en grande section de maternelle. En outre, notre analyse a permis de mettre en évidence les valeurs prédictives du rythme sur les compétences en préfecture en maternelle et en lecture au CP. Finalement, nous avons pu comprendre les bénéfices de l'entrainement psychomoteur sur la conscience phonologique et l'inhibition, en comparant l'évolution des compétences des enfants ayant reçu l'entrainement rythmique, aux enfants du groupe contrôle. Le second protocole a été réalisé auprès de 10 enfants, âgés de 9 à 12 ans présentant une dyslexie développementale à prédominance phonologique. Il leur a également été proposé un entraînement psychomoteur, mais cette fois-ci en individuel. Le protocole mis en place été composé de quatre évaluations espacées chacune de 10 semaines. La période entre la première et la seconde évaluation a servi de période témoin, tout comme la période entre la 3ème et la 4ème évaluation. Entre la 2ème et la 3ème évaluation, les enfants ont reçu en individuel un entrainement psychomoteur (période expérimentale). L'évolution des enfants dyslexiques sur la période expérimentale est comparée à leur propre évolution sur les périodes contrôles. L'analyse des résultats permet alors de suggérer l'intérêt des pratiques liées à l'éducation psychomotrice pour faciliter l'apprentissage de la lecture, notamment pour le développement de la conscience phonologique et de l'inhibition, tout comme montrer l'intérêt de la rééducation psychomotrice de la dyslexie<br>This research aims to link psychomotor therapy closer to reading development in order to put forward new educative practices (to facilitate the development of reading abilities), and also rehabilitative methods (to remedy developmental dyslexia). The theoretical framework link temporal skills, and especially rhythmic skills, phonological awareness and reading, but also cognitive and executive functions, like short term memory and inhibition, which are important for reading development and psychomotricity. Consequently, the effects of a psychomotor intervention based on the development of temporal skills on reading abilities, in preschoolers (experimentation 1) and in dyslexic children (experimentation 2) were tested. Experimentation 1 was conducted with 61 children followed for three years, from de second years of kindergarten until the end of the first grade. These children were divided into two groups, a control and an experimental group, who received psychomotor training with temporal skills in kindergarten. Through the results of children in the control group, we analyzed the interactions between rhythm, skills related to reading development, memory and inhibition in kindergarten. In addition, our analysis put forward the predictive values of rhythm skills on reading skills in kindergarten and first grade. Finally, we were able to understand the effects of psychomotor training on phonological awareness and inhibition, by comparing reading and cognitive skills evolution of children (control versus experimental group). Experimentation 2 was conducted with 10 children (9 to 12 years old) with diagnosis of developmental dyslexia. The protocol consisted on four test sessions each spaced of 10 weeks. The period between the first and the second test served as a control period, as was the period between the 3rd and the 4th test. Between the 2nd and the 3rd evaluation, the children received individually a psychomotor training (experimental period). The evolution of dyslexic children over the experimental period was compared to their own evolution over the two control periods. Finally, we suggest the interest of practices related to psychomotor education to facilitate the development of reading abilities, especially on phonological awareness and inhibition development, as well as the interest of psychomotor therapy to help on dyslexia's remediation
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Davis, Maren Hyatt. "An Examination of the Effectiveness of Systematic and Engaging Early Literacy (SEEL) with Children with ASD." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5670.
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One population with challenges in learning to read is children with autism spectrum disorder (ASD). The purpose of this study was to examine the effects of using Systematic and Engaging Early Literacy (SEEL) intervention activities to improve phonological awareness and phonics skills with three children with ASD. Previous studies have looked at the effectiveness of using SEEL with other young children with diverse backgrounds; however, this is the first study to focus on using SEEL intervention with children with ASD. The study used a single-subject, multiple-baseline-across-behaviors design to compare performance on phonic patterns before and after intervention. Three young, male students who had a diagnosis on the autism spectrum and delays in literacy skills participated in the study. A number of different, yet comparable literacy targets were selected for each of the participants and assessment tasks were created to probe the participants’ ability to demonstrate reading and phonological awareness for these target patterns. Baseline assessment data were collected prior to participants receiving individualized intervention, and performance on each task was monitored using the same assessment each subsequent session. SEEL instruction focusing on one target at a time was used to teach participants to read or decode the target words and give appropriate responses to phonological awareness tasks. Intervention sessions were held once a week and lasted approximately 30-45 minutes. Each SEEL lesson was adapted to meet the needs of the individual child; however, all sessions contained SEEL principles of contextualized play, frequent auditory and visual exposures to the targets, explicit teaching using the target words, and engaged and reciprocal participation with opportunities to create original oral and written phrases. An analysis of the results show marked improvement in performance with the selected targets for two of the participants. This study provides further insight into the efficacy of using SEEL with different populations in need of early literacy intervention, especially those with multiple behavioral and skill-based variables to consider. It also discusses some additional factors and challenges to consider for future research in using SEEL with children with ASD.
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Tosim, Patrícia Ferrari [UNESP]. "Treinamento auditivo-fonológico: uma proposta de intevenção para escolares com dificuldades de aprendizagem." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/102200.
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tosim_pf_dr_mar.pdf: 1031531 bytes, checksum: 282fbd989998b0a5ed115a7f4dd24b75 (MD5)<br>INTRODUÇÃO: As dificuldades escolares apresentadas por crianças podem ter várias causas e sofrer influência de diversos fatores, dentre os quais o transtorno do processamento auditivo (TPA). Frequentemente, os comportamentos sugestivos de TPA e dificuldades quanto às habilidades fonológicas estão associados a problemas de aprendizagem. Portanto, é de suma importância a avaliação das habilidades auditivas e fonológicas visando à realização de uma intervenção apropriada. OBJETIVOS: O objetivo principal deste estudo foi elaborar e aplicar um modelo de treinamento, o treinamento auditivo-fonológico, destinado a escolares com dificuldades de aprendizagem e comportamentos sugestivos de TPA, bem como verificar a sua eficácia. MÉTODOS: Participaram deste estudo 3 escolares do gênero feminino, com idade de 8 anos e 7 meses a 10 anos e 1 mês, de 2ª e 3ª séries do Ensino Fundamental, previamente selecionadas tendo em comum a participação na sala de reforço devido a dificuldades de aprendizagem. A pesquisa realizou-se em 3 etapas: a) etapa pré-treinamento, b) treinamento e c) pós-treinamento. No início do pré-treinamento, realizaram-se entrevista com os pais e entrevista com as professoras das escolares. Em seguida, foi feita a avaliação do processamento auditivo (PA) das participantes por meio da triagem do processamento auditivo teste de dissílabos alternados (SSW), teste Fala com Ruído, teste PSI e avaliação da consciência fonológica aplicando-se a Prova de Consciência Fonológica. O treinamento constituiu-se de 12 sessões individuais nas quais foram desenvolvidas atividades para estimular as habilidades auditivas e fonológicas. Sua frequência foi de duas vezes por semana, com duração aproximada de dois meses. Após o término do treinamento, fez-se a reavaliação das escolares com os mesmos procedimentos acima descritos. Os dados obtidos durante as...<br>Children's difficulties in school may have many causes and be influenced by various factors, among which auditory processing disorder (APD). The behaviors suggesting APD and disabilities in phonological skills are frequently associated with learning problems. Therefore, an evaluation of auditory and phonological skills is of utmost importance to determine an appropriate intervention. The main purpose of this study was to devise and apply a training model, the phonological auditory training, addressed to children who have learning difficulties and behaviors that characterize APD, as well as to assess its effectiveness. Three school-girls (ages between 8 years/7 months old and 10 years/1 month old) from the 2nd. and 3rd. grades of Primary Education were previously selected as they were attending reinforcement classes for students with learning difficulties. The investigation was carried out in 3 phases: a) pre-training, b) training and c) post-training. In the pre-training phase, an interview with the students’ parents and an interview with their teachers were initially conducted. Afterwards, the participants’ auditory processing was evaluated by means of screening tests, namely alternate dissyllable test (SSW), Speech- in-Noise test, PSI test and evaluation of phonological awareness using the Phonological Awareness Test. The training phase consisted of 12 individual sessions involving activities aimed to stimulate phonological and auditory skills. These sessions took place twice a week and lasted about three months. After the end of the training period, the participants were re-evaluated following the same procedures described above. The data obtained both during the training sessions and the evaluations of the participants’ performance before and after the training phase were analyzed quantitatively and comparatively. The results showed the three students had improved in auditory ...(Complete abstract click electronic address below)
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Rodrigues, Joana Filipa Bento Nunes Duarte. "Avaliação do impacto de um programa de intervenção de sensibilização à linguagem escrita." Master's thesis, ISPA - Instituto Universitário, 2013. http://hdl.handle.net/10400.12/2769.
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Disertação de Mestrado em Psicologia Educacional apresentada ao ISPA - Instituto Universitário<br>O presente estudo pretende avaliar o impacto de um programa de sensibilização à linguagem escrita, com enfoque ao nível da funcionalidade, das escritas inventadas e da consciência fonológica em crianças em idade pré-escolar. Para avaliar a eficácia do programa realizou-se um delineamento quantitativo experimental, onde se procurou verificar o impacto que as actividades, intencionalmente desenvolvidas ao longo das sessões, tiveram na aquisição de competências relacionadas com a aprendizagem da linguagem escrita nas 19 crianças que compuseram o grupo experimental. A amostra deste estudo foi assim constituída por 34 crianças, 19 para o grupo experimental, sendo o grupo de controlo constituído por 15 crianças.
Foram controladas as variáveis inteligência, conceptualizações e conhecimento do nome das letras. Este estudo contou com um momento de pré-teste e pós-teste, em que se procurou avaliar uma série de competências relacionadas com a aprendizagem da leitura e escrita, nomeadamente, a funcionalidade da linguagem escrita, a consciência fonológica e o número de fonetizações nas escritas infantis, e com um momento intermédio de intervenção constituído pelo programa de sensibilização à linguagem escrita, composto por 45 sessões ao longo de 15 semanas.
A partir da análise dos resultados finais constatou-se que para o grupo experimental deu-se uma evolução significativa em todas as competências avaliadas do momento de pré para o pós-teste tendo este obtido valores significativamente superiores, em relação ao grupo de controlo, ao nível da apropriação da funcionalidade, do número de fonetizações correctamente estabelecidas e nos indicadores de consciência fonológica (análise silábica e classificação da sílaba e do fonema inicial), o que nos permitiu confirmar as hipóteses colocadas neste estudo.<br>ABSTRACT: The present investigation pretends to evaluate the impact of one program about sensibilization of the written language. It focused on the level of functionality of invented spelling and phonological awareness in children of preschool age. In order to evaluate the effectiveness of the program, a quantitative experimental design was performed. Attempts were made to verify the impact of the activities that were developed intentionally through the sessions, and if they had results on the acquisition of skills related to learning the written language, in 19 children who belonged to the experimental group. The sample of this investigation was 34 children, 19 for the experimental group and 15 for the controlled group.
Variables like intelligence, understanding and knowledge of the name of the letters were controlled. This investigation considered moments of pre and post-test, which wanted to assess a range of skills relating to the learning of reading and writing. In particular, the functionality of the written language, phonological awareness and the number of the written phonetics, and also an intermediate point of intervention, which included the awareness of the written language consisting of 45 sessions over 15 weeks.
From the analysis of the final results it was found that the experimental group had significantly evolved in all assessed skills from pre to post-test. Also, the experimental group obtained significantly higher values compared to the controlled group. This was relative to the level of the appropriation of functionality, the number of phonemes properly established and the indicators of phonological awareness (syllable analysis and classification of the initial syllable and phoneme), which allowed us to confirm the assumptions made in this study.
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Pitombo, Sheila Coutinho Paiva. "A consci?ncia fonol?gica e o ensino das rela??es letra-som para a compreens?o do princ?pio alfab?tico: resultados de um programa de interven??o." Universidade Estadual de Feira de Santana, 2016. http://localhost:8080/tede/handle/tede/454.
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Previous issue date: 2016-08-17<br>This dissertation is the result of a research carried out in the Post-Graduate Education in Research Line 2: Culture, Formation and Pedagogical Practices, in the Universidade Estadual de Feira de Santana, which aims to analyze the results of a program intervention consists of phonological awareness activities and educational activities of the letter-sound relationships for understanding the alphabetic principle in students of the 3rd grade of elementary school who failed to ensure the reading and writing learning at the right time. At the end of the literacy cycle, many children don?t even guaranteed basic skills of reading and writing, presenting difficulties in understanding the alphabetic principle. Many researches show that there is influence of phonological awareness on children's performance in the written language appropriation. Other studies suggest that intervention programs in phonological awareness are positive for learning of children with difficulties in reading and writing. Researches have suggested that the development of phonological awareness skills linked to the explicit teaching of letter-sound relationships favors a more effective way, the discovery of the alphabetic principle by the child. Thus, to achieve the established objective, we conducted an experimental nature of research carried out in five phases: pre-test, application of the First Phase of the intervention program, post-test 1, implementation of Second Phase of the intervention program and post-test 2. The data found in the reading and writing tests the children were analyzed in qualitative and quantitative approach. The results revealed that the participation of students in the research group in phonological awareness program, and teaching of letter-sound relationships provided an opportunity a breakthrough in the understanding of the alphabetic principle, highlighting the importance of investing in metalinguistic skills and systematic teaching of grapheme-phoneme correspondences in the literacy process. The data presented in this study suggest important educational implications with regard to teacher formation and the use of metalinguistic skills development activities, such as phonological awareness, in addition to systematic and orderly teaching of grapheme-phoneme correspondences.<br>Esta disserta??o ? o resultado de uma pesquisa desenvolvida no Programa de P?s-Gradua??o em Educa??o, na Linha de Pesquisa 2: Culturas, Forma??o e Pr?ticas Pedag?gicas, da Universidade Estadual de Feira de Santana, que tem por objetivo analisar os resultados de um programa de interven??o composto por atividades de consci?ncia fonol?gica e atividades de ensino das rela??es letra-som para a compreens?o do princ?pio alfab?tico com alunos do 3? ano do Ensino Fundamental que n?o conseguiram garantir a aprendizagem da leitura e da escrita no momento adequado. Ao final do ciclo de alfabetiza??o, muitas crian?as ainda n?o garantiram compet?ncias b?sicas de leitura e escrita, apresentando dificuldades na compreens?o do princ?pio alfab?tico. In?meras pesquisas realizadas mostram que h? influ?ncia da consci?ncia fonol?gica no desempenho das crian?as na apropria??o da linguagem escrita. Outros estudos sugerem que programas de interven??o em consci?ncia fonol?gica apresentam resultados positivos na aprendizagem de crian?as com dificuldades na leitura e na escrita. Pesquisas t?m sugerido que o desenvolvimento de habilidades de consci?ncia fonol?gica atrelado ao ensino expl?cito das rela??es letra-som favorece, de uma forma mais efetiva, a descoberta do princ?pio alfab?tico pela crian?a. Dessa forma, para alcan?armos o objetivo tra?ado, realizamos uma investiga??o de natureza experimental realizada com um grupo controle (GC) e um grupo de pesquisa (GP), em cinco fases: pr?-teste, aplica??o da I fase do programa de interven??o, p?s-teste 1, aplica??o da II fase do programa de interven??o e p?s-teste 2. Os dados encontrados nos testes de leitura e escrita das crian?as foram analisados nas abordagens qualitativa e quantitativa. Os resultados revelaram que a participa??o dos alunos do grupo de pesquisa no programa de consci?ncia fonol?gica e ensino das rela??es letra-som oportunizou um avan?o na compreens?o do princ?pio alfab?tico, evidenciando a import?ncia do investimento nas habilidades metalingu?sticas e no ensino sistem?tico das correspond?ncias grafema-fonema no processo de alfabetiza??o. Os dados apresentados nesta pesquisa sugerem importantes implica??es educacionais, no que diz respeito ? forma??o de professores e ? utiliza??o de atividades de desenvolvimento de habilidades metalingu?sticas, tais como a consci?ncia fonol?gica, al?m do ensino l?dico, sistem?tico e ordenado das correspond?ncias grafema-fonema.
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Dyke, Jodi. "The application of visual phonics and phonological awareness interventions to address language impairment in preschool children /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131592145.pdf.
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Granlund, Pernilla. "Tappad språklek – tappat språk! : En kvalitativ studie om språklekens betydelse för läs- och skrivinlärningen." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-84012.
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Syftet med följande studie är att utifrån en sociokulturell teori bidra med ny kunskap om hur pedagoger i förskoleklass uppfattar språklek och dess betydelse för läs- och skrivinlärningen samt att identifiera pedagogernas medvetenhet för språklekens betydelse i ett främjande och förebyggande perspektiv inom det specialpedagogiska området. Tidigare forskning bekräftar användandet av språklek och att det med stor fördel kan användas i ett förebyggande syfte för läs- och skrivinlärningen. Studiens empiriska material är insamlat genom ostrukturerade, semistrukturerade gruppintervjuer med inspiration från fokusgruppmetoden. Som metodisk ansats ses det empiriska materialet utifrån en kvalitativ innehållsanalys för att nå olika perspektiv på innehållet. Resultatet visar att pedagogerna har en relevant utbildning för sitt kunskapsuppdrag och för språklek. Vidare visar resultatet att pedagogernas uppfattningar förstärker sambandet mellan tidiga insatser där språkleken har en tydlig plats och där språkleken kan ses som ett främjande arbetssätt i förskoleklass. I diskussionen betonas framförallt de möjligheter som språkleken ger och hur det kan påverka skolor på organisationsnivå där beslut fattas om extra anpassningar och särskilt stöd.
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Gergits, Elizabeth K. "The application of visual phonics and phonological awareness interventions to address emergent literacy development in speech-language impaired preschoolers /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524724.pdf.
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Chamut, Stephanie L. "Phonological awareness in children with phonological impairment : an intervention study." Thesis, 2000. http://hdl.handle.net/2429/10252.
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The purpose of this study was to investigate the effects of training phonological
awareness on six 4- to 6-year-old children with phonological impairments. Furthermore,
this study sought to discover what individual difference factors play a role in the
acquisition of phonological skills. Six phonological awareness skills were tested: rhyme
and alliteration oddity, rhyme and alliteration production, and bisyllable and
monosyllable division. The children's phonological skills were tested before, during, and
after the phonological awareness intervention. Each of the children received training in
analysis and synthesis skills, and one of either rhyming skills or alliteration skills. For
most of the children, the training took place once a week over eight weeks. The results
show that intensive training in phonological awareness for children with phonological
impairments improves their scores on phonological awareness measures. Also, many
factors play a role in phonological awareness outcome such as phonological impairment,
memory, amount of school experience, and amount of home practice.
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Houston, Melanie. "Phonological awareness and spelling intervention for older children." Thesis, 2007. http://hdl.handle.net/1828/2391.
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This intervention study investigated whether children aged seven to ten years, experiencing difficulty developing literacy skills, could increase their phonological awareness and spelling skills by participating in a program lasting for 20 hours. A single subject, multiple base-line design was used with six participants. Phonological awareness blending and segmenting skills as well as single word writing skills were practiced explicitly and systematically in a highly structured program. Written words included mono-syllables, multi-syllabic words and words with derivational and inflectional morphemes. The words in the program focused on words with consistent sound-letter correspondence. All participants scored in the normal range for phonological awareness skills after the first 5 hours of instruction. Gains in phonological awareness skills did not influence spelling skills. Single word spelling only increased when writing skills were specifically targeted. All participants showed improvements in sound-letter correspondence writing skills. Some small, inconsistent gains were made in overall spelling skills.
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Armstrong, April Melissa. "Effectiveness of phonological awareness and reading interventions on children with language impairment : a research review." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3143.
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The effectiveness of treatment approaches aimed at children with language impairments to improve reading skills is the focus of this research synthesis. Research in this area is extensive but this report aims to focus on the results of 12 studies to highlight similarities and differences. Findings from these studies were analyzed and showed that phonological awareness intervention is one of the most prevalent types of intervention for this population. Research supports the fact that phonological awareness intervention can produce positive changes in children with language impairments. This type of intervention can not only cause improvements in phonological awareness skills but can also cause increases in reading ability. Credibility ratings for the studies as well as clinical implications are also discussed.<br>text
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Skibbe, Lori E. "Maternal use of instructional supports during phonological awareness intervention for children with specific language impairment /." 2006. http://wwwlib.umi.com/dissertations/fullcit/3235082.
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Wansa, Charlotte Ruth. "The long-term effects of phonological awareness intervention for two populations of at-risk children : a review of the literature." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5346.
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The primary purpose of the present review was to determine why conflicting findings have been reported regarding the long-term effects of phonological awareness training for children from low socioeconomic status families (low-SES) and children with familial risk for reading impairment. Four aspects of intervention were analyzed for each of the studies: service delivery, content of intervention, length of sessions, and total number of sessions. The second purpose of the review was to determine which aspects of intervention had the largest effect on improving later reading skills as well as if general aspects were beneficial to both at-risk groups or if there were population-specific factors. A total of ten intervention studies, five involving children from low-SES and five involving children with familial risk for reading impairment, were reviewed. Of the ten interventions reviewed, only three interventions, two involving children from low-SES and one involving children at familial risk for reading impairment, demonstrated successful long-term effects on reading. The remaining interventions demonstrated differences across the four aspects analyzed and conflicting long-term outcomes. As no population specific factors were observed across studies, the similarities found in the three successful interventions suggest that a general intervention program can be beneficial for both populations of at-risk children.<br>text
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Hodgins, Helena. "The efficacy of the talking tables program in the development of phonological awareness in kindergarten children at risk for reading difficulties." Thesis, 2014. http://hdl.handle.net/1828/5808.
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Programs to support early literacy development are implemented regularly in the schools without research on their efficacy. This study examined the efficacy of a commonly used program for struggling readers. Twelve kindergarten children who were at-risk for reading difficulties took part in a 10 week intervention program called Talking Tables. Twelve kindergarten children, also at-risk for reading difficulties were the control group, and received no intervention. The children in the intervention group made significant gains in phonological awareness. The results suggest that the Talking Tables is effective as an early intervention in developing phonological awareness skills in kindergarten children that are at-risk for reading difficulties.<br>Graduate<br>0535
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Currier, Alyssa Rose. "Effects of a Classroom-Based Pre-Literacy Intervention for Preschoolers with Communication Disorders." 2013. https://scholarworks.umass.edu/open_access_dissertations/731.
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Children with communication disorders are often at risk of literacy difficulties, especially students that present with autism and/or speech sound disorders. This quasi-experimental study was designed to examine the effects of a 10-week "hybrid" intervention for preschool students with and without communication disorders in an integrated classroom. The classroom intervention targets both vocabulary and phonological awareness, two critical components of literacy that are strongly correlated with one another. The objectives of this study were (1) to provide empirical evidence that classroom-based pre-literacy intervention can be effective for students with communication disabilities, allowing for more time with their peers in a potentially least-restrictive environment and (2) to demonstrate that typically-developing preschool children also benefit from classroom-based pre-literacy training.
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Halsey, Heather Noel. "Investigating a parent implemented early literacy intervention: Effects of dialogic reading using alphabet books on the alphabet skills, phonological awareness, and oral language of preschool children." 2008. https://scholarworks.umass.edu/dissertations/AAI3325135.
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This study investigated the effect of teaching parents/caregivers to read alphabet books using dialogic techniques, on preschool children's alphabet skills, phonological awareness, and oral language skills. The independent variable was a one hour scripted information session where parents/caregivers viewed a parent training video Read Together, Talk Together Parent Training Video (Pearson Early Learning, 2004) and learned how to use dialogic reading techniques which they then applied at home during an eight week intervention. Thirty-one parent/caregiver-child dyads were recruited from four East Tennessee preschools designated to serve high need populations. The study utilized a Pre-Post Test Control Group Design. Primary research questions for this study were: (1) Does dialogic reading using alphabet books, between parents and 4–5 year old preschool children have an effect on children's letter identification skills? (2) Does dialogic reading using alphabet books between parents and 4–5 year old preschool children have an effect on children's phonological awareness? (3) Does dialogic reading using alphabet books between parents and 4–5 year old preschool children have an effect on children's expressive language development? (4) Do parents/caregivers who participate in videotape training and implementation of dialogic reading with 4–5 year old children apply the strategies to focus on letters, letter sounds, or initial sounds when they read alphabet books? (5) To what degree are parents able to follow a schedule of reading books at least three times per week using dialogic reading strategies during the eight-week intervention? Results indicated that the intervention had a significant effect (U=63.5, p<.05) related to child skills only on the Picture Naming Fluency measure for expressive language. Other effects were not statistically significant. A significant difference between the treatment group and control group parents was found for asking dialogic questions about letters (U=13.00, P=.004) and general dialogic questions (U=7.5, P=.000) but not for dialogic questions about sounds. Most parents read to their children at least three times per week. Parents were highly satisfied with the initial training, the eight-week program, the materials provided, and the child outcomes.
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Cunha, Ana Margarida Lopes. "Caracterização da consciência fonológica em crianças com implante coclear do 1º Ciclo do Ensino Básico: um estudo exploratório nacional." Master's thesis, 2018. http://hdl.handle.net/1822/59507.
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Dissertação de mestrado em Educação Especial (área de especialização em Necessidades Educativas Especiais
do Domínio Cognitivo e Motor)<br>A perda auditiva traduz-se, muitas vezes, em atrasos do desenvolvimento de linguagem que
concomitantemente dificultam o processo de aprendizagem formal da leitura e escrita. Desta forma,
este estudo tem como finalidade caracterizar o processo avaliativo e interventivo da consciência
fonológica em crianças com implante coclear do 1º Ciclo do Ensino Básico. Participaram neste
estudo vinte e cinco inquiridos, doze docentes de educação especial e treze terapeutas da fala (TF),
que exercem funções em Portugal Continental e Regiões Autónomas. Os participantes avaliam/já
avaliaram e/ou intervêm/já realizaram intervenção em consciência fonológica com crianças com
implante coclear. Para a realização deste estudo construiu-se um questionário, com base na revisão
da literatura nacional e internacional. Este questionário foi disseminado através das redes sociais,
via correio eletrónico, via contacto telefónico e via correio. Através da análise dos resultados obtidos
neste estudo exploratório podemos verificar: a) não existem diferenças estatisticamente significativas
na utilização dos diversos testes de avaliação da linguagem pelas diferentes categorias profissionais,
porém na generalidade os testes mais utilizados encontram-se em concordância com a revisão da
literatura sendo a Avaliação da Linguagem Oral (Sim-Sim, 2001) e a Grelha de Observação de
Linguagem – Nível Escolar (Sua-Kay & Santos, 2003); b) 96% dos inquiridos considera pertinente
avaliar consciência fonológica; c) 76% dos inquiridos responderam avaliar consciência fonológica,
20% respondeu não avaliar e 4% não manifestou opinião. Estes resultados demonstram a
necessidade de fomentar o trabalho colaborativo entre membros da equipa multidisciplinar visto
que todos os TF responderam avaliar ao contrário dos docentes que manifestaram delegar as tarefas
de avaliação nos TF; d) 100% dos terapeutas responderam implementar atividades de consciência
fonológica frequentemente mas apenas 50% dos docentes de educação especial referiu implementar
tarefas com essa frequência, e e) 72% dos técnicos responderam sentir-se satisfeitos com o
programa de intervenção que utilizam mas na sua maioria revelaram utilizar programas de caráter
informal, adaptado ou não utilizar programa de intervenção. Em Portugal ainda não é consensual a
utilização de programas de intervenção em consciência fonológica aferidos e validados para crianças
com implante coclear do 1º Ciclo do Ensino Básico, tornando-se necessário continuar a realizar
investigação e formação nesta área de forma a conseguir-se implementar práticas eficazes junto
destes alunos.<br>Hearing loss often translates into certain delays in terms of language development that
concomitantly hamper the formal learning process of reading and writing. Thus, this study aims to
characterize the assessment and intervention process of phonological awareness in school-age
children with cochlear implants. In this study twenty-five respondents participated, twelve are special
education teachers and thirteen are speech –language therapists (SLT), who work in Mainland
Portugal and the Autonomous Regions. Participants assess / have already assessed and / or
intervened / already performed in phonological awareness intervention with children with cochlear
implants. For this study a questionnaire was developed, based on the review of the national and
international literature. This questionnaire was disseminated through social networks, via electronic
mail, via telephone and mail. Results obtained in this exploratory study show that: a) there are no
statistically significant differences in the use of different language assessment tests by different
professionals, but in general the most used tests are in agreement with the literature review being
the Oral Language Assessment (Sim-Sim, 2001 ) and the Language Observation Grid - School Level
(Sua-Kay & Santos, 2003); b) 96% of respondents consider it pertinent to assess phonological
awareness; c) 76% of the respondents answered that they assess phonological awareness, 20%
responded not to assess and 4% did not express opinion. These results demonstrate the need to
foster collaborative work among members of the multidisciplinary team since all the SLTs responded
to assess unlike the teachers who expressed to delegate the tasks of assessment in the SLT; d) 100%
of the SLT responded to implement phonological awareness activities frequently but only 50% of
special education teachers reported implementing tasks frequently, and e) 72% of the SLT responded
to feel satisfied with the intervention programs they use but mostly revealed using informal programs,
adapted or not using intervention programs at all. In Portugal, it is not yet consensual the use of
validated phonological awareness intervention programs for school-age children with cochlear
implants making it necessary to continue to carry out research and training in this area in order to
implement effective practices among these students.
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Pontes, Catarina Filipa Pinto. "A importância da consciência fonológica na prevenção das dificuldades de aprendizagem : perspetivas de educadoras de infância." Master's thesis, 2020. http://hdl.handle.net/10400.14/32690.
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A consciência fonológica é a variável com maior relevância preditiva para o sucesso na leitura. Tendo em conta que a consciência fonológica se começa a desenvolver durante a idade pré-escolar, o presente estudo tem como principal objetivo compreender a perspetiva dos educadores de infância em relação à valorização e promoção da consciência fonológica. Foram entrevistadas cinco educadoras de infância a trabalhar com crianças em idade pré-escolar. Os principais resultados obtidos enfatizam a valorização da consciência fonológica por parte das educadoras, o que se traduz na intencionalização de práticas de estimulação da consciência fonológica. Essa valorização é baseada no conhecimento da importância desta competência para o sucesso da leitura e académico, na formação contínua e nas experiências a nível profissional. Estes resultados enfatizam a necessidade deste tema ser explorado durante a formação académica de base e na formação contínua dos educadores de infância, de forma a promover conhecimentos sobre a consciência fonológica, bem como práticas eficazes para a sua estimulação.<br>Phonological awareness is the variable with the greatest predictive relevance for reading success. Bearing in mind that phonological awareness begins to develop during preschool age, the present study has as main objective to understand the perspective of early childhood educators regarding the appreciation and promotion of phonological awareness. Five kindergarten teachers that work with preschool children were interviewed.
The main results obtained emphasize the appreciation of phonological awareness by educators, which translates into the intentionalization of phonological awareness stimulation practices. This appreciation is based on the knowledge of the importance of this competence for the reading and academic success, in education and continuous experiences at a professional level. These results emphasize the need for this theme to be explored during basic academic education and in the continuous training of early childhood educators, in order to promote knowledge about phonological awareness, as well as effective practices for its stimulation.