Programa fonoaudiológico em compreensão leitora e ortografia: efeitos na ortografia em disléxicos

Abstract

Purpose Prepare a Speech-language Pathology Program for Reading Comprehension and Orthography and verify its effects on the reading comprehension and spelling of students with Developmental Dyslexia. Methods The study sample was composed of eleven individuals (eight males), diagnosed with Developmental Dyslexia, aged 09-11 years. All participants underwent a Speech-language Pathology Program in Reading Comprehension and Orthography comprising 16 individual weekly sessions. In each session, tasks of reading comprehension of texts and orthography were developed. At the beginning and end of the Program, the participants were submitted to a specific assessment (pre- and post-test). Results The individuals presented difficulty in reading comprehension, but the Cloze technique proved to be a useful remediation tool, and significant improvement in their performance was observed in the post-test evaluation. The dyslexic individuals showed poor performance for their educational level in the spelling assessment. At the end of the program, their performance evolved, but it remained below the expected, showing the same error pattern at the pre- and post-tests, with errors in both natural and arbitrary spelling. Conclusion The proposed Speech-language Pathology Program for Reading Comprehension and Orthography produced positive effects on the reading comprehension, spelling, and motivation to reading and writing of the participants. This study presents an unprecedented contribution by proposing joint stimulation of reading and writing by means of a program easy to apply and analyze in individuals with Developmental Dyslexia.

Compreensão de leitura em disléxicos após programa de intervenção

“…The Speech-language Pathology Program for Reading Comprehension and Orthography (PRCO) in Individuals with Developmental Dyslexia was developed and applied in two master's degree studies, entirely. Therefore, to better understand the structure of the program and the materials used in its preparation, we suggest consulting the study by Nogueira and Cárnio (4) .…”

“…It is important to highlight that each research emphasized different aspects. The present study aimed at analyzing reading comprehension, whereas the other addressed orthography (4) . Thus, this study will present only data referring to reading comprehension.…”

“…The levels of the PRCO present increasing difficulty, and the sessions were composed of a text with application of the structural CT, with deletion every five words, tasks based on the different levels of reading comprehension proposed by Castillo (3) , and orthography tasks (4) .…”

“…Fluent reading and comprehension have also been associated with orthographic knowledge, because the motivation of orthography learning favors the automatic recognition of words, which in turn positively influences reading fluency and provides clues for activation of the phonological, morphologic, syntactic and semantic systems (4,5) .…”

“…Despite the broad understanding of the characteristics observed in this population, there are few studies addressing the preparation of specific programs aimed at motivating text reading comprehension in dyslexic individuals (4) .…”