Banca de DEFESA: Michelle Procópio de Oliveira

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : Michelle Procópio de Oliveira
DATE: 08/05/2023
TIME: 14:00
LOCAL: Plataforma Zoom
TITLE:

Effectiveness of a collective phonological remediation program for 3rd and 4th grade elementary school students with learning disabilities.

KEY WORDS:

(SPEECH, LANGUAGE AND HEARING SCIENCES), Reading, Learning, Children.

PAGES: 100
BIG AREA: Ciências da Saúde
AREA: Fonoaudiologia
SUMMARY:

Introduction: Studies show the inefficiency in the formation of readers in Brazil and the need to question the current teaching strategies adopted in the public school system, especially in communities with low socioeconomic status. It is necessary to know what works in education, and for this knowledge, the implementation of evidence-based practices is required. Objective: To develop a collective phonological remediation program and to verify the effectiveness of this program in children exposed to a situation of social vulnerability. Methods: This work was divided into two studies. Study I: The collective intervention program was developed in 17 sessions lasting 120 minutes, held twice a week and structured with visual and auditory activities. Study II: This was an experimental and longitudinal study, carried out in a school environment, whose sample was composed of 40 students in the third and fourth grades of elementary school with school difficulties. The students were selected by the teacher's indication, cognitive level evaluation (Raven) and cognitive-linguistic abilities, and were divided into experimental and control groups. The experimental group was submitted to phonological remediation intervention, and both groups were re-evaluated after the intervention using the same protocol (cognitive-linguistic skills) used in the initial evaluation. Wilcoxon's Signaled Positions Test was used for the pre- and post-intervention analysis. Results: It was observed that the schoolchildren in the intervention group improved their performance in skills pertinent to reading and writing in the post-testing. However, it is worth noting that no statistically significant difference was observed in the alphabet knowledge test at post-testing. Conclusion: The phonological remediation program has shown to have positive effects in school-age children with learning difficulties. Thus, a more representative sample is needed in order to obtain better parameters and improve the program.

BANKING MEMBERS:
Externa à Instituição - SIMONE APARECIDA CAPELLINI - UNESP
Interna - 216.122.939-72 - LENORA GANDOLFI - UnB
Interno - 2189235 - LUIZ CLAUDIO GONCALVES DE CASTRO
Externa à Instituição - MARLENE ESCHER BOGER - UNIPLAN
Externa à Instituição - Monique Antunes de Souza Chelminski Barreto - HMIB