Banca de QUALIFICAÇÃO: LUIZA EDUARDA BEZERRA DOS SANTOS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : LUIZA EDUARDA BEZERRA DOS SANTOS
DATE: 13/10/2025
TIME: 09:30
LOCAL: Plataforma Google Meet
TITLE:

THE USE OF EDUCATIONAL ROBOTICS IN PHONOLOGICAL AWARENESS INTERVENTION IN STUDENTS AT RISK FOR DYSLEXIA: REVIEW AND APPLICABILITY

KEY WORDS:

Dyslexia; Evidence-Based Clinical Practice; Robotics; Learning; Cognitive Remediation; Intervention Studies.

PAGES: 83
BIG AREA: Ciências da Saúde
AREA: Fonoaudiologia
SUMMARY:

Introduction: Developmental dyslexia is a neurodevelopmental disorder characterized by persistent deficits in phonological awareness, which compromise the learning of reading and writing. With the advancement of educational technologies, there is growing interest in innovative intervention approaches that go beyond traditional methods. Among these, the use of educational robotics stands out, as it has proven to be a promising resource for stimulating cognitive, executive, and linguistic skills in school-aged children. Objectives: Study 1 aims to map the scientific literature regarding the effectiveness of phonological awareness intervention programs for students at risk of or diagnosed with developmental dyslexia, through a systematic review with meta-analysis. Study 2, in turn, aims to verify the effects of a phonological awareness intervention mediated by educational robotics on the linguistic performance of students at risk of developmental dyslexia. Methods: Study 1 is a systematic review with meta-analysis, conducted in the databases Cochrane Library, Education Resources Information Center (ERIC), Embase, Latin American and Caribbean Health Sciences Literature (LILACS), LiVivo, PsycINFO, PubMed/Medline, Scopus, Web of Science, Google Scholar, and ProQuest. The included experimental and quasi-experimental studies involved phonological awareness interventions applied to students diagnosed with or at risk of dyslexia. Risk of bias was assessed using the RoB 2 and ROBINS-I tools, and the results were quantitatively synthesized. Study 2 is a randomized clinical trial with a sample of 18 students at risk of developmental dyslexia. For the experimental group (EG = 9), the intervention in phonological awareness was mediated by educational robotics, while the control group (CG = 9) received phonological awareness intervention through the Phonological Remediation Program. Pre- and post-intervention assessments of phonological awareness, reading, and writing skills were carried out. Results: In Study 1, 18 studies were included and showed significant progress in the performance of students with risk or diagnosis of developmental dyslexia in phonological awareness skills. In Study 2, it is expected to identify positive changes in phonological awareness, reading, and writing performance after the intervention mediated by educational robotics, as well as performance differences between the experimental and control groups, indicating additional contributions of technology use to enhance learning in this population. Conclusion: The expected results of both studies should reinforce that phonological awareness is a core skill for learning to read and write in students with a diagnosis or risk of dyslexia, and that intervention programs can be effective in stimulating it. Furthermore, the use of educational robotics may be a potentially innovative and motivating strategy, capable of enhancing the effects of interventions by combining technological resources with linguistic development. However, further controlled studies will be necessary to consolidate the evidence and guide the implementation of these practices in educational and clinical contexts.

COMMITTEE MEMBERS:
Externo à Instituição - ALEXANDRE LUCAS DE ARAÚJO BARBOSA
Presidente - 2143029 - CINTIA ALVES SALGADO AZONI
Externa à Instituição - PATRICIA ABREU PINHEIRO CRENITTE - USP