ABSTRACT:
Purpose:
to verify the efficacy of phonological intervention program in students at risk for dyslexia.
Methods:
participated these study 40 students of the 1st grade level of elementary school, of both genders, with aged between5 years and 11 months to 6 years and 7 months. The students were divided into two groups: GI (20 students without risk for dyslexia); and GII (20 students with risk for dyslexia), both groups were subjected to phonological intervention program, composed by tasks of identifying of sounds and letters of the alphabet in sequence and random order, identification and production of rhyme, rhyme production with phrases, identification and manipulation of words, identification and production of syllables, syllabic segmentation and analysis, phonemic identification and segmentation, replacement, synthesis, analysis and phonemic discrimination. In situation of pre and post-testing, all subjects in this study were submitted to the Evaluation Cognitive Linguistic Skills Protocol - collective and individual version.
Results:
in comparison of the pre with post testing of the performance of students of GI and GII, was statistical difference for the subtests of the skills of reading, writing, phonological awareness, auditory processing and processing speed, indicating average of superior performance for GII in post testing compared to pre testing.
Conclusion:
the phonological intervention program was effective for students at risk for dyslexia because it made possible the development of phonological awareness through intervention, assisting in the acquisition of skills necessary for the learning of reading and writing.
KEYWORDS:
Early Intervention; Dyslexia; Reading; Writing; Learning
