Stimulation program in an educational setting for improvement of skills underlying reading

Damasceno, Esmeralda Sandra Santos; Sacaloski, MARISA; Costa, Mariana de Oliveira; Kida, Adriana de Souza Batista; Avila, Clara Regina Brandão de

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Brasil

Audiology - Communication Research

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Original Article • Audiol., Commun. Res. 27 • 2022 • https://doi.org/10.1590/2317-6431-2021-2549 copy

Stimulation program in an educational setting for improvement of skills underlying reading

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Purpose

To develop and investigate the effect of a program that stimulates cognitive-linguistic skills predictive of phonological decoding skills aimed at improving of skills underlying reading.

Methods

The research design was a prospective cohort study with quantitative analysis. A total of 124 1st – 3rd grade children from a public Ensino Fundamental I school in São Paulo, participated in the study, divided into: Research Group - 62 students who underwent intervention; Control Group: 62 students who did not receive stimulation. Reading fluency parameters (rate and accuracy) were individually evaluated (pre- and post-intervention) in a task with isolated words. The program had tasks designed to stimulate auditory discrimination, morphosyntactic knowledge, phonological access to the mental lexicon, phonological awareness, knowledge of the written code, reading fluency and the visual vocabulary of words. It was built to improve decoding and automatic word recognition skills in ten sessions of collective stimulation.

Results

The Research Group showed greater differences in accuracy and score in word reading, when comparing the results of pre- and post-intervention assessments, than the Control Group.

Conclusion

The program promoted the reading fluency of 1st and 2nd grade students. Significant increments were observed for auditory discrimination, phonological awareness and reading automaticity with variations depending on the grade.

Palavras-chave:
Reading; Learning; Competency-based education; Speech therapy; Literacy

Education	Control Group		Research Group		Total
Education	No.	%	No.	%	No.	%
1^st grade	23	18.6%	22	17.7%	45	36.3%
2^nd grade	19	15.3%	20	16.1%	39	31.5%
3^rd grade	20	16.1%	20	16.1%	40	32.2%
Total	62	50.0%	62	50.0%	124	100.0%

Variables		Tracking		Wilcoxon Test		Result
		(Pre-int)	(Post-int)
		Mean (sd)	Mean (sd)
RG	Rate	21.6 (21.0)	27.8 (23.1)	Z=-2.548	0.000^*	M2 > M1
	Accuracy	13.3 (18.4)	19.3 (22.6)	Z=-2.294	0.000*	M2 > M1
	Hits_24p	6 (7)	8 (9)	Z=-2.113	0.000*	M2 > M1
CG	Rate	21.1 (18.6)	24.9 (22.5)	Z=-3.663	0.000*	M2 > M1
	Accuracy	11.6 (16.2)	15.1 (20.1)	Z=-3.784	0.000*	M2 > M1
	Hits_24p	6 (7)	6(7)	Z=-0.750	0.161	M1 = M2

Variables		Tracking		Wilcoxon Test	Result
		(pre-int)	(post-int)
		Mean (sd)	Mean (sd)
RG	Aud_Disc	27.3 (15.8)	28.5 (15.9)	0.004*	post-int > pre-int
	RN_temp	43.6 (14.4)	38.1 (12.6)	0.000*	post-int < pre-int
	RN_errors	7.3 (3.6)	6 (2.72)	0.001*	post-int < pre-int
	PA	3.1 (1.9)	4.4 (1.91)	0.000*	post-int > pre-int
CG	Aud_Disc	37.6 (2.7)	37.8 (2.3)	0.742	pre-int = post-int
	RN_temp	42.9 (12.9)	40.3 (13.7)	0.005^*	post-int < pre-int
	RN_errors	7.6 (2.6)	6.68 (2.6)	0.004*	post-int< pre-int
	PA	3.56 (1.9)	3.82 (1.79)	0.059	pre-int = post-int

School Grade	Variables	Group		Mann-Whitney Test	Result
		GP	GC
		Dif (pre-int)-(post-int) (sd)	Dif (pre-int)-(post-int) (sd)
1^st	Disc_Aud	2.04 (1.5)	0.13 (1.5)	0.000*	RG>CG
	NR_time	-4.50 (7.7)	5.54 (11.5)	0.953	RG=CG
	NR_errors	-0.91 (3.5)	0.59 (3.4)	0.846	RG=CG
	PA	1.08 (1.2)	0.61 (1.3)	0.015*	RG>CG
2^nd	Disc_Aud	0.22 (1.4)	0.45 (2.2)	0.806	RG=CG
	NR_time	-6.72(16.5)	3.05 (10.9)	0.087	RG=CG
	NR_errors	-1.11 (3.2)	-0.05 (3.0)	0.239	RG=CG
	PA	1.72 (1.3)	0.40 (1.1)	0.004*	RG>CG
3^rd	Disc_Aud	0.05 (1.3)	-0.09 (1.5)	0.688	RG=CG
	RN_time	-5.42(11.8)	-4.66 (6.1)	0.469	RG=CG
	RN_errors	-1.94 (2.5)	-1.85 (1.9)	0.789	RG=CG
	PA	0.89 (1.9)	-0.23 (0.8)	0.065	RG=CG

School Grade	Variables	Group		Mann-Whitney Test	Result
		GP	GC
		Dif (pre-int)-(post-int) (sd)	Dif (pre-int)-(post-int) (sd)
1^st	Rate	5.91 (7.8)	1.57 (3.5)	0.020*	RG>CG
	Accuracy	1.96 (4.2)	0.72 (2.3)	0.023*	RG>CG
	Hits_24p	1.65 (2.7)	0.08 (0.7)	0.004*	RG>CG
2^nd	Rate	7.24 (6.1)	3.20 (4.4)	0.028^*	RG>CG
	Accuracy	8.65 (7.3)	1.94 (5.3)	0.002*	RG>CG
	Hits_24p	4.11 (3.7)	0.10 (3.5)	0.002*	RG>CG
3^rd	Rate	5.29 (8.4)	7.07 (6.7)	0.215	RG=CG
	Accuracy	8.09 (7.1)	8.05 (8.0)	1	RG=CG
	Hits_24p	2.47 (2.8)	1.71 (4.0)	0.282	RG=CG

School Grade	Performance Levels ^ Data in bold point to school children at risk of reading disorders. For the school children in the first grade, without analysis parameters provided by the Exam of Reading of Isolated Items, risk was regarded as the impossibility of reading the words via phonological route, regardless of the fluency demonstrated. For the school children in the second and third grades, the performance was classified as low or average low.	Tracking Stage		Percentage of Risk
School Grade		(pre-int)	(post-int)	(pre-int)	(post-int)
1^st	Does not read	17	10	73%	43%
1^st	Reads	6	13	73%	43%
2^nd	Low	9	5	68%	47%
	Low Average	4	4
	Average	3	1
	Higher Average	3	7
	High	0	2
3^rd	Low	7	6	45%	35%
	Low Average	2	1
	Average	2	5
	Higher Average	6	1
	High	3	7
TOTAL	At risk	39	26	63%	41%
TOTAL	No risk	23	36	37%	58%

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[1] Conflict of interest: No.