Banca de QUALIFICAÇÃO: ANA BEATRIZ LEITE DOS ANJOS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ANA BEATRIZ LEITE DOS ANJOS
DATE: 13/08/2021
TIME: 09:00
LOCAL: Sala Virtual RUTE do HUOL através do link: https://conferenciaweb.rnp.br/webconf/posgraduacao-huol
TITLE:

INFLUENCE OF A PROGRAM OF RESPONSE TO INTERVENTION IN THE READING DECODIFICATION OF SCHOOL SCHOOLS IN SOCIAL VULNERABILITY

KEY WORDS:

Language; Social vulnerability; Reading; Vocabulary; Learning.

PAGES: 40
BIG AREA: Ciências da Saúde
AREA: Fonoaudiologia
SUMMARY:

Introduction: Reading is an important skill that enables communication, knowledge and integration of information with the language, both academically and socially. Social vulnerability is a severely present reality in developing countries like Brazil. Despite being a political-social issue, continuous and extreme cases of vulnerability are still present, generating developmental and organic biological consequences in children who grow up in such environments. Neurodevelopmental consequences, such as behavioral, memory, executive functions and similar difficulties can be observed in these children. As well as academic difficulties, with alterations in language development, such as delays in predictive skills in reading and writing, which considerably hamper the literacy process and other stages of the individual's student life. Objective: To identify the effects of stimulating expressive vocabulary and phonological awareness on the recognition of letters and readings of words and pseudowords in socially vulnerable elementary school students. Method: Longitudinal, interventional, prospective, descriptive and correlational. The study sample contains 39 public school students in the second year of elementary school. The sample was divided into two groups: control group (CG) and experimental group (EG). The EG underwent an intervention response program, within the classroom, during 12 sessions, in 3 weekly sessions of 60 minutes each, for 5 weeks. In this program, through playful activities, phonological awareness skills were stimulated, such as syllabic and phonemic manipulation, as well as expressive vocabulary. The interventions had as material support previously selected children's books and objects of visual and sensory stimuli. Before and after the 15 sessions, expressive vocabulary skills, phonological awareness, letter recognition and reading of words and pseudowords were evaluated before and after the intervention. Results found: The two study groups had improvements in all skills assessed, such as increased expressive vocabulary and improvements in performance averages in phonological awareness and reading. The experimental group, when compared to the control group, showed better results. There was a strong correlation between the results of phonological awareness and improvement in reading ability.

BANKING MEMBERS:
Externa à Instituição - RENATA MOUSINHO - UFRJ
Presidente - 2143029 - CINTIA ALVES SALGADO AZONI
Interna - 035.716.504-76 - ISABELLE CAHINO DELGADO - UFPB