PURPOSE: To verify the effectiveness of the Speech-Language Pathology Program of Literacy Stimulation (PFEL) over literacy, phonological awareness, vocabulary and reading abilities of first grade elementary school children. METHODS: Thirty seven children of both genders, who attended the first grade of elementary school and had, in average, seven years and one month of age participated in this study. Subjects carried out pre and post speech-language intervention assessments regarding literacy, phonological awareness, vocabulary and reading level. RESULTS: In the assessment carried out before PFEL, the percentual mean of correct answers in the literacy test was 28.90%; all subjects showed vocabulary deficits; the mean score on the CONFIAS test was 24.65, and the majority of the children assessed were at the logographic level of reading. In the post-PFEL assessment, subjects showed a mean percentage of correct answers in the literacy test of 40.05%; they kept the vocabulary deficit and remained at the logographic level of reading; the mean CONFIAS score was 34.62. CONCLUSION: The literacy program developed in this study was effective in promoting relevant qualitative changes in vocabulary, literacy, phonological awareness and reading abilities, even though the quantitative results did not show statistically significant differences.
Language; Reading; Handwriting; Language development; Vocabulary; Education, primary and secondary
