Response to Intervention (RTI) of metalinguistic skills in elementary school students
language, speech language terapist, literacy, Reading, learning.
The Response to Intervention Program (RTI) provides assistance to schoolchildren through activities that stimulate specific skills, with the possibility of improving school performance and identifying students with poor performance. Objective: To verify the effectiveness of an RTI program in elementary school students. Method: Participated 57 children, aged between 06 and 07 years old, from Natal/RN public school, divided in two groups: Intervention Group (GI) and Control Group (CG). The skills evaluated and their respective instruments used are: phonological awareness: Phonological Awareness Test - Sequential Assessment Tool CONFIAS; phonological access to the mental lexicon: rapid automatic naming test; Phonological working memory: Test of nonwords and digits; Letter Recognition: Letter Identification Subtest - PROLEC; expressive vocabulary: Sub vocabulary - ABFW Child Language Test. The activities of the intervention were elaborated from metaphonological and vocabulary skills, applied three times a week, with an estimated time of 45 minutes each. Preliminary results: To date, in the pre-intervention situation, it was verified that the performance in the majority of the tests, for both groups are below the expected for the age range and schooling of the children; there is correlation between the ability of letter recognition with the others, phonological awareness with rapid automatic naming and phonological work memory, rapid automatic naming vocabulary subcategories; the working memory, besides the correlations already presented, also correlates with the vocabulary.