Tese
Consciência fonológica nos desvios fonológicos avaliação e terapia
Fecha
2015-02-23Registro en:
DIAS, Roberta Freitas. PHONOLOGICAL AWARENESS IN PHONOLOGICAL DISORDERS
Assessment and Therapy. 2015. 187 f. Tese (Doutorado em Fonoaudiologia) - Universidade Federal de Santa Maria, Santa Maria, 2015.
Autor
Dias, Roberta Freitas
Institución
Resumen
This thesis had the purpose of analyzing the impact of phonological properties of words which belong
to two phonological awareness tasks, as in children with typical phonological development as in
children with phonological disorders. Besides, two therapeutic approaches for phonological disorders
were proposed, therapy based on stimulation of phonological awareness skills and phonological
therapy associated with stimulation of phonological awareness skills, which were compared with a
consecrated approach, the Modified Maximal Opposition Model (BAGETTI, MOTA, KESKE-SOARES,
2005). For this study, there were 80 children, 55 with typical phonological development and 25 with
phonological disorders, all Brazilian Portuguese monolingual speakers. To analyze the impact of the
phonological properties of the words which belong to the phonological awareness tasks, it was used
an evaluation instrument, organized by the research author, which consists of syllable segmentation
and segmental recognition tasks. As children with typical phonological development as children with
phonological disorders responded the instrument. The analyzed phonological properties from the
given responses were: word length, syllable structure and segmental properties (MA). These data
were statistically analyzed through the Chi-Square Test (p<0.05). About the therapeutic approaches,
they were applied in seven children with phonological disorders, divided in three groups: purely
phonological therapy, therapy based on stimulation of phonological awareness skills and phonological
therapy associated with stimulation of phonological awareness skills. It was analyzed the phonological
system, the phonetic inventory, the percentage of correct consonants and the phonological
awareness. These children received therapy for, at least, 25 sessions and their data were analyzed
pre- and post-therapy, in a descriptive way. The results obtained through the applied evaluation
instrument indicated that the phonological properties of the words which were part of both applied
tasks had effect in the responses of the typical children and in the responses of the children with
phonological disorders. The children with typical phonological development obtained more positive
results, when compared with children with phonological disorders. The therapeutic approaches
proposed by the research author, about the stimulation of phonological awareness skills, promoted the
phonological systems reorganization and the increase of percentage of correct consonants in children
who received therapy through the mentioned approaches. The results related to phonological
awareness showed that the approaches regarding stimulation of phonological awareness skills
benefited the development of these skills, when compared with the purely phonological therapy. Thus,
it was observed that the stimulation of phonological awareness skills may promote the reorganization
of the phonological system of children with phonological disorders, as well as provide these skills
development in this population.