Phonological Remediation Program In Students With Developmental Dyslexia

dc.creatorSalgado C.A.
dc.creatorCapellini S.A.
dc.date2008
dc.date2015-06-30T19:28:54Z
dc.date2015-11-26T14:44:41Z
dc.date2015-06-30T19:28:54Z
dc.date2015-11-26T14:44:41Z
dc.date.accessioned2018-03-28T21:53:37Z
dc.date.available2018-03-28T21:53:37Z
dc.identifier
dc.identifierPro-fono. , v. 20, n. 1, p. 31 - 36, 2008.
dc.identifier1045687
dc.identifier
dc.identifierhttp://www.scopus.com/inward/record.url?eid=2-s2.0-42549129221&partnerID=40&md5=b9ba254470204482ba4272316938421a
dc.identifierhttp://www.repositorio.unicamp.br/handle/REPOSIP/106409
dc.identifierhttp://repositorio.unicamp.br/jspui/handle/REPOSIP/106409
dc.identifier2-s2.0-42549129221
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/1252222
dc.descriptionBackground: program for phonological remediation in developmental dyslexia. Aim: to verify the efficacy of a program for phonological remediation in students with developmental dyslexia. Specific goals of this study involved the comparison of the linguistic-cognitive performance of students with developmental dyslexia with that of students considered good readers; to compare the results obtained in pre and post-testing situations of students with dyslexia who were and were not submitted to the program; and to compare the results obtained with the phonological remediation program in students with developmental dyslexia to those obtained in good readers. Method: participants of this study were 24 students who were divided as follows: Group I (GI) was divided in two other groups - Gle with 6 students with developmental dyslexia who were submitted to the program; and Glc with 6 students with developmental dyslexia who were not submitted to the program; Group II (GII) was also divided in two other groups - GIIe with 6 good readers who were submitted to the program, and GIIc with 6 good readers who were not submitted to the program. The phonological remediation program (Gonzalez & Rosquete, 2002) was developed in three stages: pre-testing, training and post-testing. Results: results indicate that GI presented a lower performance in phonological skills, reading and writing when compared to GII in the pre-testing situation. However, GIe presented a similar performance to that of GII in the post-testing situation, indicating the effectiveness of the phonological remediation program in students with developmental dyslexia. Conclusion: this study made evident the effectiveness of the phonological remediation program in students with developmental dyslexia.
dc.description20
dc.description1
dc.description31
dc.description36
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dc.languageen
dc.publisher
dc.relationPro-Fono
dc.rightsaberto
dc.sourceScopus
dc.titlePhonological Remediation Program In Students With Developmental Dyslexia
dc.typeArtículos de revistas


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