PURPOSE: To verify the effectiveness of the computerized version of a metaphonological and reading remediation program for students with learning difficulties. METHODS: Participants were 600 2nd to 4th grade students from public elementary schools distributed into Groups I (GI) and II (GII). GI was composed by 300 students with learning difficulties subdivided into GIc: 150 students who were not submitted to the metaphonological and reading remediation program; and GIe: 150 students submitted to the metaphonological and reading remediation program. GII consisted of 300 students with good academic performance subdivided into GIIc: 150 students who were not submitted to the remediation program, and GIIe: 150 students submitted to the metaphonological and reading remediation program. The computerized metaphonological and reading remediation program was developed to be used in evaluation and intervention. The program had three stages: pre-testing, intervention and post-testing. RESULTS: Differences were found between pre and post-tests for GIe subjects in all tests of the evaluation version of the program and in all abilities emphasized on the remediation program, and for GIIe subjects in the sound recognition, segmentation and phonemic manipulation tasks. CONCLUSION: The findings evidence the effectiveness of the computerized metaphonological and reading remediation program developed for this study, since the students with learning difficulties submitted to the remediation program developed the metaphonological abilities required for reading development.
Learning; Evaluation; Reading; Learning disorders; Comprehension; Computer-assisted instruction
