Banca de QUALIFICAÇÃO: FLAVIA FERREIRA LEMOS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : FLAVIA FERREIRA LEMOS
DATE: 23/11/2020
TIME: 09:30
LOCAL: Sala Virtual RUTE do HUOL através do link: https://conferenciaweb.rnp.br/webconf/posgraduacao-huol
TITLE:

Intervention in phonological awareness and vocabulary in low-income children in literacy phase

KEY WORDS:

child language, reading, Learning, vocabulary, Early Intervention (Education), social class.

PAGES: 47
BIG AREA: Ciências da Saúde
AREA: Fonoaudiologia
SUMMARY:

Introduction: Brazil has worrying data regarding the performance of students in reading tests. Phonological processing skills, especially phonological awareness, as well as the linguistic ability that involves vocabulary, are important predictors for reading development. Interventional studies have contributed to the evidence on these aspects, especially for children in greater social vulnerability. Objective: To verify the effectiveness of the intervention in phonological awareness and vocabulary in children with low income at the beginning of literacy. Method: this is an interventional, longitudinal, retrospective and documentary study, carried out through the collection of a database of evaluations of children from the 1st year of Elementary School I from three Municipal Schools in the City of Natal / RN. 127 children aged 6 to 7 years, of both sexes, participated in two groups: intervention group (IG): 40 students who underwent intervention in phonological awareness and vocabulary and, control group (CG): 87 by unexposed children to the interventional process, but received the literacy process in the school context in the same period. For the comparative evaluations of pre and post intervention, the skills of phonological awareness, rapid automatic naming, phonological working memory, letter identification and expressive vocabulary were analyzed. The interventions take place during 15 meetings, applied by the researcher together with the teacher in the classroom, 3 times a week for 5 weeks, lasting 60 minutes, during class time. The activities were playful and multisensory, following a hierarchical sequence of syllabic and phonemic skills, as well as words followed by children's books selected by the team of researchers and school. Data were analyzed using descriptive and inferential statistics, non-parametric tests: Mann-Whitney test, for intergroup comparison, and Wilcoxon, for intragroup comparison, with a significant value of p <0.05 and intervals with 95% statistical confidence. Partial results: In the IG there was a statistically significant improvement in performance after the intervention in phonological awareness (phonemic, syllabic and total), RAN of digits and letters, phonological working memory in direct and inverse digits and letter identification. In the CG, there was an improvement in all the skills of phonological processing and expressive vocabulary in the semantic categories clothing, food, animals, transport, places and toys. In the comparison between groups in the pre-intervention period, there was a statistically significant difference only in syllabic awareness and in the post-intervention there was no difference between groups.

BANKING MEMBERS:
Presidente - 2143029 - CINTIA ALVES SALGADO AZONI
Externa à Instituição - ANA LUIZA NAVAS - FCMSCSP
Externa à Instituição - ISABELLE CAHINO DELGADO - UFPB