Banca de DEFESA: LUIZA EDUARDA BEZERRA DOS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LUIZA EDUARDA BEZERRA DOS SANTOS
DATE: 30/03/2026
TIME: 14:00
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: 115
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 advances in educational technologies, interest has grown in innovative intervention approaches that go beyond traditional methods. Among these, educational robotics stands out as a promising resource to stimulate cognitive, executive, and linguistic skills in school-aged children. Objectives: Study 1 aims to map the scientific literature on the effectiveness of phonological awareness intervention programs for schoolchildren at risk of or diagnosed with developmental dyslexia, through a systematic review with meta-analysis. In turn, Study 2 aims to investigate the effects of a phonological awareness intervention mediated by educational robotics on the linguistic performance of schoolchildren at risk for developmental dyslexia. Methods: Study 1 is a systematic review with meta-analysis conducted in the following 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 schoolchildren diagnosed with or at risk for dyslexia. Risk of bias was assessed using the RoB 2 and ROBINS-I tools, and results were quantitatively synthesized. Study 2 is a randomized clinical trial with a sample of 18 schoolchildren at risk for developmental dyslexia. The experimental group (EG = 8) received a phonological awareness intervention mediated by educational robotics, while the control group (CG = 8) received a phonological awareness intervention using the Phonological Remediation Program. Pre- and post-intervention assessments of phonological awareness, reading, and writing skills were conducted, in addition to the application of a motivation questionnaire in the experimental group. Results: In Study 1, 18 studies were included, showing positive effects of phonological awareness interventions, with significant gains in phonological skills and favorable impacts on reading and writing. In Study 2, both groups showed improvement in post-intervention performance. However, no statistically significant superiority of the educational robotics–mediated intervention over the traditional method was observed. The experimental group demonstrated high levels of motivation at the end of the intervention, according to the applied questionnaire, indicating strong engagement in the therapeutic process. Conclusion: The findings of Study 1 reinforce the effectiveness of structured phonological awareness interventions for schoolchildren at risk of or diagnosed with dyslexia. Study 2 demonstrated that educational robotics is a viable strategy for mediating intervention, with contributory potential particularly in the motivational domain. Further studies with larger samples may deepen the understanding of the effects of integrating technology with phonological intervention.

COMMITTEE MEMBERS:
Externa à Instituição - THAIS FREIRE - USP
Presidente - 2143029 - CINTIA ALVES SALGADO AZONI
Externa à Instituição - PATRICIA ABREU PINHEIRO CRENITTE - USP