Remediation of skills deficient in students with dyslexia typically occurs via withdrawal interventions focusing on phonological awareness and letter-sound knowledge. While one-on-one interventions are widely used, little attention has been paid to the alternative teaching approach of integrating multiple linguistic component interventions within the classroom. Accordingly, this study aims to examine the effectiveness of using word study within the classroom on the spelling skills of students with dyslexia. The study was divided into two parts: 1) examining the efficacy of incorporating a small group multiple linguistic intervention within the classroom on the spelling skills of 9-year-old students with dyslexia, and if there were similar effects for reading abilities; and 2) analysing the effects of word study instruction at the whole group level on student spelling. Two case study students (both 9-years of age) with dyslexia underwent small group multiple linguistic intervention, and were monitored for 8 weeks (3 days/week; 20 minutes/session) using baseline, intervention and post-intervention probes. Whole group word study instruction was enacted in a Year 4/5 classroom for 8 weeks (1 day/week; 1 hour/session), and the spelling performance of the 9-year-old students (i.e., n = 7) were compared to same age students from a control classroom (i.e., n = 7) in pre-post assessments. Both small group intervention case study students demonstrated significant improvements in spelling, yet minimal improvement was seen for reading. Whole group comparisons indicated no significant improvement. The findings for this study have implications for: a) research on effective interventions for older children with dyslexia, and b) the practical use of spelling interventions that are designed to co-exist within classroom instruction.

Programs to support early literacy development are implemented regularly in the schools without research on their efficacy. This study examined the efficacy of a commonly used program for struggling readers. Twelve kindergarten children who were at-risk for reading difficulties took part in a 10 week intervention program called Talking Tables. Twelve kindergarten children, also at-risk for reading difficulties were the control group, and received no intervention. The children in the intervention group made significant gains in phonological awareness. The results suggest that the Talking Tables is effective as an early intervention in developing phonological awareness skills in kindergarten children that are at-risk for reading difficulties. / Graduate / 0535

Deficiencies in mathematics skill constrain students’ educational achievement and subsequently, their employment outcomes. This study included 265 school-identified students with mild intellectual disabilities. The research questions investigated the extent to which phonological awareness, color naming speed, and vocabulary knowledge, was related to mathematics skill after controlling for grade level via regression analyses. Further, the mediating effects of expressive vocabulary on the relationship between receptive vocabulary and mathematics skill as well as the indirect effect of receptive vocabulary knowledge on mathematics skill through expressive vocabulary were examined. The findings indicated that after controlling for grade level, phonological awareness, naming speed, and vocabulary knowledge were significantly related to mathematics skill. The mediating effects of expressive vocabulary as well as the indirect effects of receptive vocabulary knowledge on mathematics skill were also significant.

Föreliggande examensarbete bygger på en enkätundersökning bland pedagoger som är verksamma inom förskolor med olika pedagogiska inriktningar i två kommuner. De tre inriktningarna representeras av förskolepedagoger, som enbart arbetar utifrån förskolans läroplan, Montessorilärare samt pedagoger som arbetar utifrån Reggio Emiliafilosofin. Vår undersökning visar att en hel del lärare, som är verksamma inom samtliga inriktningar, framför allt arbetar med såväl planerade som spontana språklekar som rör rim, ramsor samt stavelser. Färre pedagoger arbetar med språklekar som rör enskilda språkljud i ord, vilket är mer abstrakt och kommer senare i utvecklingen av den fonologiska medvetenheten.  Vid en jämförelse mellan de olika inriktningarna kan vi skönja, att flest Montessorilärare arbetar med språklekar som rör språkljud på förskolorna. Färst pedagoger som arbetar med dessa lekar är verksamma på de förskolor, där lärarna arbetar utifrån Reggio Emiliafilosofin.

Children with Down syndrome (DS) are reported to experience difficulty with spoken and written language which can persist through the lifespan. However, little is known about the spoken and written language profiles of children with DS in the New Zealand social and education environment, and a thorough investigation of these profiles has yet to be conducted. The few controlled interventions to remediate language deficits in children with DS that are reported in the literature typically focus on remediation of a single language domain, with the effectiveness of interventions which integrate spoken and written language goals yet to be explored for this population. The experiments reported in this thesis aim to address these areas of need. The following questions are asked 1) What are the phonological awareness, speech, language and literacy skills of New Zealand children with DS? 2) What are the home and school literacy environments of New Zealand children with DS and how do they support written language development? and 3) What are the immediate and longer term effects of an integrated phonological awareness intervention on enhancing aspects of spoken and written language development in young children with DS? These questions will be addressed through the following chapters. The first experiment (presented in Chapter 2) was conducted in two parts. Part 1 consisted of the screening of the early developing phonological awareness, letter knowledge, and decoding skills of 77 primary school children with DS and revealed considerable variability between participants on all measures. Although some children were able to demonstrate mastery of the phoneme identity and letter knowledge skills, floor effects were also apparent. Data were analysed by age group (5 - 8 years and 9 -14 years) which revealed increased performance with maturation, with older children outperforming their younger peers on all measures. Approximately one quarter of all children were unable to decode any words, 6.6% demonstrated decoding skills at a level expected for 7 - 8 year old children and one child demonstrated decoding skills at an age equivalent level. Significant relationships between decoding skills and letter knowledge were found to exist. In Part 2 of the experiment, 27 children with DS who participated in the screening study took part in an in-depth investigation into their speech, phonological awareness, reading accuracy and comprehension and narrative language skills. Results of the speech assessments revealed the participants’ speech was qualitatively and quantitatively similar to the speech of younger children with typical development, but that elements of disorder were also evident. Results of the phonological awareness measures indicated participants were more successful with blending than with segmentation at both sentence and syllable level. Rhyme generation scores were particularly low. Reading accuracy scores were in advance of reading comprehension, with strong relationships demonstrated between reading accuracy and phonological awareness and letter knowledge. Those children who were better readers also had better language skills, producing longer sentences and using a greater number of different words in their narratives. The production of more advanced narrative structures was restricted to better readers. In the second experiment (presented in Chapter 3), the home literacy environment of 85 primary school aged children with DS was investigated. Parents of participants completed a questionnaire which explored the frequency and duration of literacy interactions, other ways parents support and facilitate literacy, parents’ priorities for their children at school, and the child’s literacy skills. Results revealed that the homes of participants were generally rich in literacy resources, and that parents and children read together regularly, although many children were reported to take a passive role duding joint story reading. Many parents also reported actively teaching their child letter names and sounds and encouraging literacy development in other ways such as language games, computer use, television viewing and library access. Writing at home was much less frequent than reading, and the allocation of written homework was much less common than reading homework. In the third experiment (presented in Chapter 4), the school literacy environment of 87 primary school aged children with DS (identified in the second experiment) was explored. In a parallel survey to the one described in Chapter 3, the teachers of participants completed a questionnaire which explored the frequency and duration of literacy interactions, the role of the child during literacy interactions, the child’s literacy skills, and other ways literacy is supported. The results of the questionnaire revealed nearly all children took part in regular reading instruction in the classroom although the amount of time reportedly dedicated to reading instruction was extremely variable amongst respondents. The average amount of time spent on reading instruction was consistent with that reported nationally and in advance of the international average for Year 5 children. Reading instruction was typically given in small groups or in a one on one setting and included both ‘top-down’ and bottom up’ strategies. Children were more likely to be assigned reading homework compared to written homework, with writing activities and instruction reported to be particularly challenging. In the fourth experiment (reported in Chapter 5), the effectiveness of an experimental integrated phonological awareness intervention was evaluated for ten children with DS, who ranged in age from 4;04 to 5;05 (M = 4;11, SD = 4.08 months). The study employed a multiple single-subject design to evaluate the effect of the intervention on participants’ trained and untrained speech measures, and examined the development of letter knowledge and phonological awareness skills. The 18 week intervention included the following three components; 1. parent implemented print referencing during joint story reading, 2. speech goals integrated with letter knowledge and phoneme awareness activities conducted by the speech-language therapist (SLT) in a play based format, and 3. letter knowledge and phoneme awareness activities conducted by the computer specialist (CS) adapted for presentation on a computer. The intervention was implemented by the SLT and CS at an early intervention centre during two 20 minute sessions per week, in two 6 week therapy blocks separated by a 6 week break (i.e. 8 hours total). The parents implemented the print referencing component in four 10 minute sessions per week across the 18 week intervention period (approximately 12 hours total). Results of the intervention revealed all ten children made statistically significant gains on their trained and untrained speech targets with some children demonstrating transfer to other phonemes in the same sound class. Six children demonstrated gains in letter knowledge and nine children achieved higher scores on phonological awareness measures at post-intervention, however all phonological awareness scores were below chance. The findings demonstrated that dedicating some intervention time to facilitating the participants’ letter knowledge and phonological awareness was not at the expense of speech gains. The fifth experiment (presented in Chapter 6) comprises a re-evaluation of the speech, phonological awareness, and letter knowledge, and an evaluation of the decoding and spelling development in children with DS who had previously participated in an integrated phonological awareness intervention (see Chapter 5), after they had subsequently received two terms (approximately 20 weeks) of formal schooling. Speech accuracy was higher at follow-up than at post-intervention on standardised speech measures and individual speech targets for the group as a whole, with eight of the ten participants demonstrating increased scores on their individual speech targets. Group scores on both letter knowledge measures were higher at follow-up than at post-intervention, with nine participants maintaining or improving on post-intervention performance. The majority of participants exhibited higher phonological awareness scores at follow-up on both the phoneme level assessments, with above chance scores achieved by five participants on one of the tasks, however, scores on the rhyme matching task demonstrated no evidence of growth. Some transfer of phonological awareness and letter knowledge was evident, with five children able to decode some words on the single word reading test and three children able to represent phonemes correctly in the experimental spelling task. The emergence of these early literacy skills highlighted the need for ongoing monitoring of children’s ability to transfer their improved phonological awareness and letter knowledge to decoding and spelling performance. In the sixth experiment (presented in Chapter 7) the long term effects of the integrated phonological awareness intervention was evaluated for one boy with DS aged 5;2 at the start of the intervention. The study monitored Ben’s speech and literacy development up to the age of 8;0 (34 months post pre-school intervention) which included two years of formal schooling. Ben demonstrated sustained growth on all measures with evidence of a growing ability to transfer letter-sound knowledge and phoneme-grapheme correspondences to the reading and spelling process. The results indicated an intervention which is provided early and which simultaneously targets speech, letter knowledge and phonological awareness goals provides a promising alternative to conventional therapy, and that integrating spoken and written therapy goals for children with DS can be effective in facilitating development in both domains. This thesis provides evidence that the spoken and written language abilities of New Zealand children with DS exhibit a pattern of delay and disorder that is largely consistent with those of children with DS from other countries reported in the literature. The home and school literacy environments of children in New Zealand with DS are rich in literacy resources and are, for the most part, supportive of their literacy development. The immediate and longer term results of the integrated phonological awareness intervention suggest that it is possible to achieve significant and sustained gains in speech, letter knowledge and phonological awareness which may contribute to the remediation of the persistent and compromised spoken and written language profile characteristic of individuals with DS.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / O desenvolvimento da consciência fonológica vem ganhando muito destaque quando se discute o processo de aquisição da leitura e da escrita de jovens com dificuldades de aprendizagem. Distinguir os sons das palavras, compreender e manipular as sílabas parece afetar a capacidade para ler e escrever qualquer palavra. O presente estudo tem como objetivos verificar os efeitos de um programa de ensino para favorecer o desenvolvimento da consciência fonológica. Esse programa de ensino foi elaborado com base em estudos e nas atividades realizadas por Capovilla e Capovilla (2000), Valério (1998), Moussatché (2002), Nunes (2009), dentre outros. A pesquisa está composta por dois estudos: estudo piloto e esstudo 1. O estudo piloto, iniciado em 2012 ? foi formado por dois jovens com deficiência intelectual que frequentavam uma escola regular e apresentavam dificuldade na leitura e escrita. Um estava no início e o outro já havia passado pelo processo de alfabetização. O estudo 1 iniciado em 2013, foi formado por quatro jovens com deficiência intelectual que estavam no processo de alfabetização e frequentavam uma escola especial. A pesquisa foi realizada nas escolas onde esses alunos estavam matriculados. A análise dos testes de Prova de Consciência Fonológica proposta por Capovilla e Capovilla (2000) o pré-teste - mostrou que os sujeitos do estudo piloto apresentavam na primeira testagem bom rendimento em tarefas como aliteração e rima, mas demonstraram dificuldade na parte de segmentação, síntese e manipulação fonêmica.Com a segunda testagem, o pós-teste - realizada após a implementação de um programa para favorecer o desenvolvimento de habilidades de consciência fonológica pode-se observar uma melhora no desempenho dessas habilidades. No estudo 1, o pré-teste mostrou que os alunos apresentavam dificuldades nas atividades que envolviam as habilidades de adição, subtração e transposição fonêmica e um melhor desempenho em atividades de rima e aliteração. Na prova de leitura oral de palavras e pseudopalavras, observou-se maior dificuldade na leitura das pseudopalavras. No pós-teste, aplicado após o período de intervenção com o programa supracitado, observou-se que nas questões de rima, adição e subtração silábica, adição e subtração fonêmica e transposição silábica, os sujeitos apresentaram aumento na porcentagem de acerto das atividades. Nas atividades de aliteração, transposição fonêmica e trocadilho os sujeitos mantiveram os mesmos resultados do pré-teste ou apresentaram queda na porcentagem de acertos. Nas provas de leitura de palavras e pseudopalavras os sujeitos não demonstraram aumento na porcentagem de leitura correta, com exceção apenas de Ana Clara, que apresentou pequeno aumento no seu resultado. Na parte de compreensão de leitura, os participantes apresentaram pequena alteração no resultado, mas não temos como associar essa melhora ao desempenho nas provas de consciência fonológica. Na avaliação de ditado de palavras e pseudopalavras os alunos demonstraram aumento nos resultados / The development of phonological awareness stands out when the process of acquisition of reading and writing for young people with learning disability is discussed. Distinguishing the sounds of words, understanding and handling the syllables seems to favor the capacity of reading and writing any word. The study presented has the main objective to verify the effects of a learning program that favors the development of the phonological awareness. This learning program was created based on studies and activities experimented by Capovilla and Capovilla (2000), Valério (1998), Moussatché (2002), Nunes (2009), among other authors. The subjects involved in this research are divided between the pilot group and study number 1 group. The pilot is formed by two young people with learning disability that attended regular school and that demonstrated difficulties in reading and writing. One of the subjects was beginning the literacy process and the other had already been through it. The study one group began this work in 2013, it was formed by four young people with learning disabilities who were in literacy process and attended a special school. The analysis of the tests for Phonological Awareness Proof (Prova de Conciência Fonológica) proposed by Capovilla and Capovilla (2002) showed that the subjects of the pilot study group demonstrated good results for the first testing batch in chores like alliteration, rhyming and also demonstrated difficulties in segmentation parts, synthesis and phonemics handling. With the second testing batch, obtained after the implementation of a program favoring the development of phonological awareness, it was possible to observe the improvement of these abilities. In study number one group it was possible to observe with the first results that the students demonstrated difficulties with activities that involved actions such as adding, subtracting and phonemic transposition and a better performance in activities involving rhyming and alliteration. From the group of four students that took part of the reading tests (words and pseudowords), it was possible to observe greater difficulty to perform the reading of the pseudowords. In a late test, applied after the intervention phase, it was possible to observe that in matters of rhyming, adding and subtracting syllables, adding and subtracting phonemes and syllables transposition, the subjects demonstrated an increase of percentage of getting the activities done correctly. In the activities of alliteration, phonemic transposition and wordplay, the subjects kept the results or presented a decrease of percentage in getting the activities done correctly. In reading tests of words and pseudowords, the subjects did not demonstrate increase in the percentage of correct reading, with the exception of Ana Clara, that demonstrated a small increase in her personal results. Concerning comprehension of reading, they demonstrated little alteration in the results, but it is not possible to link this improvement to the performance of phonological awareness tests. For the assessment of words and pseudowords dictation activity, the students demonstrated and increase on their personal results

Conselho Nacional de Desenvolvimento Científico e Tecnológico / O desenvolvimento da consciência fonológica vem ganhando muito destaque quando se discute o processo de aquisição da leitura e da escrita de jovens com dificuldades de aprendizagem. Distinguir os sons das palavras, compreender e manipular as sílabas parece afetar a capacidade para ler e escrever qualquer palavra. O presente estudo tem como objetivos verificar os efeitos de um programa de ensino para favorecer o desenvolvimento da consciência fonológica. Esse programa de ensino foi elaborado com base em estudos e nas atividades realizadas por Capovilla e Capovilla (2000), Valério (1998), Moussatché (2002), Nunes (2009), dentre outros. A pesquisa está composta por dois estudos: estudo piloto e esstudo 1. O estudo piloto, iniciado em 2012 ? foi formado por dois jovens com deficiência intelectual que frequentavam uma escola regular e apresentavam dificuldade na leitura e escrita. Um estava no início e o outro já havia passado pelo processo de alfabetização. O estudo 1 iniciado em 2013, foi formado por quatro jovens com deficiência intelectual que estavam no processo de alfabetização e frequentavam uma escola especial. A pesquisa foi realizada nas escolas onde esses alunos estavam matriculados. A análise dos testes de Prova de Consciência Fonológica proposta por Capovilla e Capovilla (2000) o pré-teste - mostrou que os sujeitos do estudo piloto apresentavam na primeira testagem bom rendimento em tarefas como aliteração e rima, mas demonstraram dificuldade na parte de segmentação, síntese e manipulação fonêmica.Com a segunda testagem, o pós-teste - realizada após a implementação de um programa para favorecer o desenvolvimento de habilidades de consciência fonológica pode-se observar uma melhora no desempenho dessas habilidades. No estudo 1, o pré-teste mostrou que os alunos apresentavam dificuldades nas atividades que envolviam as habilidades de adição, subtração e transposição fonêmica e um melhor desempenho em atividades de rima e aliteração. Na prova de leitura oral de palavras e pseudopalavras, observou-se maior dificuldade na leitura das pseudopalavras. No pós-teste, aplicado após o período de intervenção com o programa supracitado, observou-se que nas questões de rima, adição e subtração silábica, adição e subtração fonêmica e transposição silábica, os sujeitos apresentaram aumento na porcentagem de acerto das atividades. Nas atividades de aliteração, transposição fonêmica e trocadilho os sujeitos mantiveram os mesmos resultados do pré-teste ou apresentaram queda na porcentagem de acertos. Nas provas de leitura de palavras e pseudopalavras os sujeitos não demonstraram aumento na porcentagem de leitura correta, com exceção apenas de Ana Clara, que apresentou pequeno aumento no seu resultado. Na parte de compreensão de leitura, os participantes apresentaram pequena alteração no resultado, mas não temos como associar essa melhora ao desempenho nas provas de consciência fonológica. Na avaliação de ditado de palavras e pseudopalavras os alunos demonstraram aumento nos resultados / The development of phonological awareness stands out when the process of acquisition of reading and writing for young people with learning disability is discussed. Distinguishing the sounds of words, understanding and handling the syllables seems to favor the capacity of reading and writing any word. The study presented has the main objective to verify the effects of a learning program that favors the development of the phonological awareness. This learning program was created based on studies and activities experimented by Capovilla and Capovilla (2000), Valério (1998), Moussatché (2002), Nunes (2009), among other authors. The subjects involved in this research are divided between the pilot group and study number 1 group. The pilot is formed by two young people with learning disability that attended regular school and that demonstrated difficulties in reading and writing. One of the subjects was beginning the literacy process and the other had already been through it. The study one group began this work in 2013, it was formed by four young people with learning disabilities who were in literacy process and attended a special school. The analysis of the tests for Phonological Awareness Proof (Prova de Conciência Fonológica) proposed by Capovilla and Capovilla (2002) showed that the subjects of the pilot study group demonstrated good results for the first testing batch in chores like alliteration, rhyming and also demonstrated difficulties in segmentation parts, synthesis and phonemics handling. With the second testing batch, obtained after the implementation of a program favoring the development of phonological awareness, it was possible to observe the improvement of these abilities. In study number one group it was possible to observe with the first results that the students demonstrated difficulties with activities that involved actions such as adding, subtracting and phonemic transposition and a better performance in activities involving rhyming and alliteration. From the group of four students that took part of the reading tests (words and pseudowords), it was possible to observe greater difficulty to perform the reading of the pseudowords. In a late test, applied after the intervention phase, it was possible to observe that in matters of rhyming, adding and subtracting syllables, adding and subtracting phonemes and syllables transposition, the subjects demonstrated an increase of percentage of getting the activities done correctly. In the activities of alliteration, phonemic transposition and wordplay, the subjects kept the results or presented a decrease of percentage in getting the activities done correctly. In reading tests of words and pseudowords, the subjects did not demonstrate increase in the percentage of correct reading, with the exception of Ana Clara, that demonstrated a small increase in her personal results. Concerning comprehension of reading, they demonstrated little alteration in the results, but it is not possible to link this improvement to the performance of phonological awareness tests. For the assessment of words and pseudowords dictation activity, the students demonstrated and increase on their personal results

This study investigated the performance of children with phonological disorders in the working memory skills and in the phonological awareness skills, which are parts of the phonological processing and, whether such skills are related to each other, to the chronological age and to the degree of the phonological deviation. The sample was composed of 28 children with phonological deviation, ranging from 4 years old to 6 years and 7 months old, illiterate, with a hypothesis of pre-syllabic writing and, it was divided into two groups as follows: one with 21 children with a more severe phonological deviation and the other with 7 children with a softer phonological deviation. Speech-language and hearing evaluations were undertaken in order to diagnose the phonological deviation along as phonological assessments to determine the phonological system and to rate the degree of the speech impairment through a qualitative analysis. The children s performance in the working memory assessments was checked through the repetition of a sequence of four digits to assess the central executive and the phonological memory and, the repetition of non-words task to assess specifically the phonological memory, according to Baddeley and Hitch s proposal (1974 apud GATHERCOLE & BADDELEY, 1993), revised by Baddeley (1986). The performance in the phonological awareness evaluation was also checked, including the syllabic and phonemic awareness. In order to analyze the correlation among the evaluations, Pearson s and Spearman s Coefficients were used and, the results are as follows: 1) the sample has presented a lower performance in the phonological memory and phonological awareness when compared to the performance of children with normal phonological development; 2) there has been a significant correlation between the repetition of non-words task and the syllable awareness; 3) there was a statistical correlation between age and the repetition of non-words task and, a weak correlation between age and the digit repetitions and, between age and phonological awareness. Comparing the groups, in order to check whether the mean differences were significant, the testes t and Kruskal-Wallis were used and, it was found that the children with a more severe phonological deviation have performed lower in all the tasks when compared to the group of softer deviations and, such difference was significant in the total scores of the phonological and in the phonemic awareness. It concluded that the preschoolers with phonological deviation, when considered as a group and not individually, have presented worse performance in tasks of phonological awareness and phonological memory than groups of children with normal phonological development and, that such skills are correlated in a significant way. Children with more severe phonological deviation have presented worse performance than children with less speech impairments, with a statistical difference in the phonological awareness tasks. / Este estudo teve por objetivo investigar o desempenho de crianças com desvio fonológico nas habilidades em memória de trabalho e em consciência fonológica, as quais fazem parte do processamento fonológico, e verificar se estas habilidades estão relacionadas entre si, com a idade cronológica e com a severidade do desvio fonológico. A amostra foi formada por 28 crianças com desvio fonológico, com idades entre 4 anos e 6 anos e 7 meses, não alfabetizadas, com hipótese de escrita pré-silábica, e foi dividida em dois grupos, sendo um com 21 crianças com desvio fonológico mais severo e outro com 7 crianças com desvio fonológico mais leve. Avaliações fonoaudiológicas e audiológica foram realizadas para o diagnóstico do desvio fonológico juntamente com avaliações fonológicas para determinar o sistema fonológico e classificar a severidade da fala através de uma medida qualitativa. O desempenho das crianças na avaliação da memória de trabalho foi verificado através da tarefa de repetição de seqüências de dígitos para avaliar o executivo central e a memória fonológica, e da tarefa de repetição de não-palavras para avaliar especificamente a memória fonológica, segundo a proposta de Baddeley & Hitch (1974 apud GATHERCOLE & BADDELEY, 1993), revisada por Baddeley (1986). O desempenho na avaliação de consciência fonológica também foi verificado, incluindo tarefas de consciência silábica e fonêmica. Para analisar a correlação entre as medidas foram utilizados os testes Coeficiente de Pearson e Coeficiente de Spearman, através dos quais verificou-se que: 1) a amostra apresentou desempenho inferior em memória fonológica e consciência fonológica quando comparadas ao desempenho de crianças com desenvolvimento fonológico normal; 2) houve correlação significativa entre a tarefa de repetição de não-palavras e de consciência de sílabas; 3) houve uma correlação estatisticamente significativa entre idade e tarefa de repetição de não-palavras e uma fraca correlação entre idade com a repetição de dígitos e com a consciência fonológica. Na comparação entre os grupos, para verificar se as diferenças de médias eram significativas utilizaram-se os testes t e Kruskal-Wallis, e verificou-se que as crianças com desvio fonológico mais severo apresentaram desempenhos inferiores em todas as tarefas do que o grupo com desvio fonológico mais leve, sendo esta diferença significativa nos escores totais de consciência fonológica e na consciência fonêmica. Concluiu-se que crianças com desvio fonológico em idade pré-escolar, quando consideradas como um grupo e não individualmente, apresentaram pior desempenho em tarefas de consciência fonológica e memória fonológica do que grupos de crianças com desenvolvimento fonológico normal, e que estas habilidades estão correlacionadas significativamente. Crianças com desvio fonológico mais severo apresentam pior desempenho do que crianças com menos alterações na fala, com diferença estatisticamente significativa nas tarefas de consciência fonológica.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2015-11-30T14:41:18Z No. of bitstreams: 1 arquivototal.pdf: 4876545 bytes, checksum: 71a9aab121b77ff0afaee45ed0ec8e25 (MD5) / Made available in DSpace on 2015-11-30T14:41:18Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4876545 bytes, checksum: 71a9aab121b77ff0afaee45ed0ec8e25 (MD5) Previous issue date: 2015-07-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study aimed to analyze if the relationship between phonological awareness and the acquisition of writing is productive for the literacy process. It is a study of qualitative, descriptive and interventionist nature, which was developed with students belonging to the initial cycle of literacy from a public rural school in Curral de Cima (PB). To achieve our purpose, the research was conducted in three stages: the first we apply a pre-test to diagnose levels of phonological awareness and writing of the surveyed students and, by analyzing, observing the difficulties presented written; in the second stage, we developed and applied a proposal of didactic intervention based on the Pacto Nacional Pela Alfabetização na Idade Certa, PNAIC (BRASIL, 2013), with activities that promote the development of phonological awareness and writing; and the third step, we apply a post-test in order to verify the performance of students in relation to the acquisition of writing. Data collected constituted the corpus of this research and the results allowed us to understand how the relationship between phonological awareness and the writing acquisition process is productive to the process of literacy; but for this, it must prioritize the teaching methodology that seeks to provide students an understanding of the alphabetic writing system, through the development of phonological awareness. To give theoretical support to this work were fundamental studies developed by: Smith (2003-2014), Cagliari (2009) and Morais (2012), which based our design on literacy and literacy. Also contributed to the understanding and analysis of the data the reflections of Alves (2009), Capovilla and Capovilla (2010-2011), Lemle (1991), Morais (2012), Kato (1993) and the PNAIC (BRAZIL, 2012-2013) on phonological awareness and written language. From the results of this study, we reflect on our practice of the classroom, correlating the phonological awareness of contributions and written language to reframe the literacy process. / O presente trabalho objetivou avaliar se a relação entre a consciência fonológica e a aquisição da escrita é produtiva para o processo de alfabetização. Trata-se de um estudo de natureza qualitativa, de caráter descritivo e intervencionista, que foi desenvolvido com alunos pertencentes ao ciclo inicial da alfabetização de uma escola rural da rede pública municipal da cidade de Curral de Cima (PB). Para atingir o nosso propósito, a pesquisa foi desenvolvida em três etapas: na primeira etapa, aplicamos um pré-teste para diagnosticar os níveis de consciência fonológica e de escrita dos alunos pesquisados e, através da análise, observarmos as dificuldades de escrita apresentadas; na segunda etapa, elaboramos e aplicamos uma proposta de intervenção didática baseada no Pacto Nacional Pela Alfabetização na Idade Certa, PNAIC (BRASIL, 2013), com atividades que promovem o desenvolvimento da consciência fonológica e da escrita; e, na terceira etapa, aplicamos um pós-teste para verificarmos o desempenho dos alunos em relação à aquisição da escrita. Os dados coletados constituíram o corpus da presente pesquisa e os resultados nos permitiram perceber como a relação entre a consciência fonológica e o processo de aquisição da escrita é produtiva para o processo de alfabetização; mas, para isso, é necessário que o ensino priorize uma metodologia que busque proporcionar aos alunos a compreensão do sistema de escrita alfabética, por meio do desenvolvimento da consciência fonológica. Para dar suporte teórico a este trabalho, foram fundamentais os estudos desenvolvidos por: Soares (2003-2014), Cagliari (2009) e Morais (2012), os quais embasaram nossa concepção sobre alfabetização e letramento. Também contribuíram para a compreensão e análise dos dados as reflexões de Alves (2009), Capovilla e Capovilla (2010-2011), Lemle (1991), Morais (2012), Kato (1993) e o PNAIC (BRASIL, 2012-2013) sobre consciência fonológica e língua escrita. A partir dos resultados deste estudo, refletimos sobre a nossa prática de sala de aula, correlacionando os contributos de consciência fonológica e língua escrita para ressignificar o processo de alfabetização.

Submitted by Maike Costa (maiksebas@gmail.com) on 2017-04-20T14:47:43Z No. of bitstreams: 1 arquivototal.pdf: 4455077 bytes, checksum: 92cacf7d2ac19aecac951ac69a6aa24a (MD5) / Made available in DSpace on 2017-04-20T14:47:43Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4455077 bytes, checksum: 92cacf7d2ac19aecac951ac69a6aa24a (MD5) Previous issue date: 2015-07-13 / This paper presents the results of a survey that investigated student performance, in relation to skills related to different levels of phonological awareness, worked in an interactive way to reading and writing. The study was conducted with students of the literacy final cycle of João Pessoa. Through this research process, qualitative, descriptive and interventional, we promote the progress of these students in relation to skills related to phonological awareness and written language. The research, theoretically grounded in Capovilla and Capovilla (2010, 2011), Lemle (2009), Dehaene (2012) and Solé (2009), was developed in four stages: 1st) verification of reading acquisition stage and writing; 2nd) application of the pre-test to analyze student performance in relation to activities that combine phonological awareness, reading and writing; 3rd) development of didactic proposal prepared on the basis of pre-test results and 4th) application of the post-test to check the performance of students after intervention proposal. The material obtained in each of these steps is the corpus of the work. In the pre-test analysis, we identified various difficulties related to awareness of words, syllables, rhymes and alliterations and phonemes. Based on this analysis, we developed a didactic proposal from the Pacto Nacional pela Alfabetização na Idade Certa- PNAIC (BRASIL, 2013). After the development of the intervention, we verified, through the post-test analysis, students in different stages of written language acquisition advanced skills worked in relation to the pre-test. These results point to the importance of a work focused on the development of reading, writing and phonological awareness during the literacy process, particularly, in relation to students who are in the early stages of this process. / Este trabalho apresenta os resultados de uma pesquisa que objetivou investigar o desempenho dos alunos, em relação às habilidades relacionadas aos diferentes níveis de consciência fonológica, trabalhadas de forma interligada à leitura e à escrita. O estudo foi realizado com alunos pertencentes ao ciclo final de alfabetização de uma escola da rede municipal de João Pessoa. Por meio desse processo investigativo, de natureza qualitativa, caráter descritivo e intervencionista, promovemos o avanço desses alunos em relação às habilidades relacionadas à consciência fonológica e à língua escrita. A pesquisa, fundamentada teoricamente em Capovilla e Capovilla (2010, 2011), Lemle (2009), Dehaene (2012) e Solé (2009), foi desenvolvida em quatro etapas: 1ª) verificação da etapa de aquisição da leitura e da escrita dos participantes; 2ª) aplicação do pré-teste para analisar o desempenho dos alunos em relação às atividades que conciliam consciência fonológica, leitura e escrita; 3ª) desenvolvimento da proposta didática elaborada com base nos resultados do pré-teste e 4ª) aplicação do pós-teste para verificar o desempenho dos alunos após a realização da proposta de intervenção. O material obtido em cada uma dessas etapas constitui o corpus do trabalho. Na análise do pré-teste, identificamos várias dificuldades referentes à consciência de palavras, de sílabas, de rimas e aliterações e de fonemas. Com base nessa análise, elaboramos a proposta didática, a partir do Pacto Nacional pela Alfabetização na Idade Certa- PNAIC (BRASIL, 2013). Após o desenvolvimento da intervenção, verificamos, por meio da análise do pós-teste, que os alunos das diferentes etapas de aquisição da língua escrita avançaram em relação às habilidades trabalhadas no pré-teste. Tais resultados apontaram para importância de um trabalho voltado para o desenvolvimento da leitura, da escrita e da consciência fonológica durante o processo de alfabetização, sobretudo, em relação aos alunos que se encontram em fase inicial desse processo.