Proposal for a speech-language-hearing intervention in a group of children with poor school performance

Schoenel, Ariane Souza Pena; Escarce, Andrezza Gonzalez; Britto, Denise Brandão de Oliveira e; Lemos, Stela Maris Aguiar

doi:10.1590/1982-0216/20242638123

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ORIGINAL ARTICLES • Rev. CEFAC 26 (3) • 2024 • https://doi.org/10.1590/1982-0216/20242638123 copy

Proposal for a speech-language-hearing intervention in a group of children with poor school performance

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Purpose:

to present and critically discuss a collective care program to address phonological processing skills in children with poor school performance.

Methods:

an observational study with a non-probability sample of children aged 7 to 10 years with poor school performance, carried out in three stages: (1) development of the group speech-language-hearing intervention program, (2) application of the preliminary proposal to children with poor school performance, and (3), critical analysis of the results and feasibility of the program. The McNemar and Cochran Q tests were used to verify the association between the results before and after group speech-language-hearing intervention, with a p-value of ( 0.05 being considered statistically significant.

Results:

the group speech-language-hearing intervention program demonstrated the importance of structural planning, including the preparation, development, and progression of activities to stimulate phonological processing skills and their positive influence on the learning process. It can be used as a therapeutic resource for children with poor school performance, besides the possibilities and challenges of collective care.

Conclusion:

the proposal demonstrated its applicability to improve phonological processing skills and enhance therapeutic effects in children presented with poor school performance.

Keywords:
Language; Learning Disabilities; Reading; Dyslexia; Underachievement

Levels	Objective	Content	Number of sessions
LEVEL I: Lexical development	To promote experience in activities to expand the mental lexicon and differentiated vocabulary, seeking to obtain quick and accurate access to information contained in long-term memory, including phonological information.	1. Vocabulary expansion 2. Lexicon access speed 3. Semantic categorization 4. Distinction between lexical field and semantic field 5. Recognition of words from the same lexical field 6. Recognition of words from the same semantic field	3
LEVEL II: Phonological working memory	To develop skills for temporary storage of phonemic information necessary to encode the correspondence of sounds to letters or groups of letters in words.	1. Identification and repetition of low, medium, and high similarity pseudowords 2. Identification and repetition of pseudowords of varying length 3. Identification and repetition of nonwords formed by high and low probability syllables, with varying length	3
LEVEL III: Phonological awareness	To promote the ability to consciously identify, isolate, manipulate, combine, and segment the phonological structures of the language that cover the word and subword level, that is, words, rhymes, alliteration, syllables, and phonemes.	1. Syntactic awareness (word sequence and marking, identification of identical words) 2. Awareness of supra-segmental skills (rhyme and alliteration) 3. Syllabic awareness (synthesis, segmentation, exclusion, transposition) 4. Phonemic awareness (synthesis, segmentation, deletion, transposition) 5. Quantity and association activities of sound similarities and representations in writing through syllabic manipulation. 6. Phonemic identity activities (identification of initial and final phonemes) and phonemic awareness activities (phonemes segmentation, analysis, synthesis, manipulation, addition, and deletion).	6

Variables	Before		After		p-value
Variables	N	%	N	%	p-value
PROLEC
Normal	3	15.0	8	40.0	0.1451
Difficulty	2	10.0	3	15.0
Great difficulty	15	75.0	9	45.0
Total	20	100.0	20	100.0
RAN Colors
Adequate	1	5.0	10	50.0	0.0042*
Inadequate	19	95.0	10	50.0
Total	20	100.0	20	100.0
RAN Letters
Adequate	2	10.0	13	65.0	0.0032*
Inadequate	18	90.0	7	35.0
Total	20	100.0	20	100,0
RAN Digits
Adequate	3	15.0	13	65.0	0.0022*
Inadequate	17	85.0	7	35.0
Total	1 (1.3)	100.0	20	100.0
RAN Objects
Adequate	11	55.0	14	70.0	0.2501
Inadequate	9	45.0	6	30.0
Total	20	100.0	20	100.0
CONFIAS - syllable/phoneme
Syllables < 18 and phonemes > 18	1	5.0	0	0.0	------
Syllables 18-29 and phonemes 6-10	8	40.0	1	5.0
Syllables 23-32 and phonemes 6-12	3	15.0	1	5.0
Syllables 27-36 and phonemes 12-18	6	30.0	6	30.0
Syllables 37-40 and phonemes 15-26	2	10.0	12	60.0
Total	20	100.0	20	100.0
PINHEIRO LIST - Writing hypothesis
Presyllabic	3	15.0	0	0.0	-----
Syllabic	4	20.0	1	5.0
Syllabic-alphabetic	11	55.0	6	30.0
Alphabetic	2	10.0	13	65.0
Total	20	100.0	20	100.0

ABRAMO Associação Brasileira de Motricidade Orofacial Rua Uruguaiana, 516, Cep 13026-001 Campinas SP Brasil, Tel.: +55 19 3254-0342 - São Paulo - SP - Brazil
E-mail: revistacefac@cefac.br

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[1] Corresponding author: Ariane Souza Pena Schoenel, Rua Mackenzie, nº 333, Bairro Jardim Canadá, CEP: 34007-628, Nova Lima, MG, Brasil, E-mail: arianeschoenel@gmail.com