Banca de DEFESA: ANA BEATRIZ LEITE DOS ANJOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ANA BEATRIZ LEITE DOS ANJOS
DATE: 28/02/2022
TIME: 09:00
LOCAL: Sala Virtual RUTE do HUOL através do link: https://conferenciaweb.rnp.br/webconf/posgraduacao-huol
TITLE:

EFFECTS OF AN INTERVENTION RESPONSE PROGRAM ON READING DECODING OF SCHOOL CHILDREN 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 in the academic and social spheres. 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 biological biological consequences in children who grow up in such environments. Consequences in neurodevelopment, such as behavioral difficulties, memory, executive functions and the like, can be observed in these children, as well as academic difficulties, with changes in language development, such as delays in predictive reading and writing skills that considerably hinder the learning process. literacy and other stages of an individual's student life. Objective: To identify the effects of an intervention response program on the reading decoding of socially vulnerable schoolchildren in the period prior to the COVID-19 pandemic. Method: Longitudinal, interventional, prospective, descriptive and correlational. The study sample is 39 students from a public school, in the second year of elementary school. The sample was divided into two groups: experimental group (EG) and control group (CG). The EG underwent a program of response to the intervention, in the classroom, in 12 meetings, three times a week of 60 minutes each, for 5 weeks, in addition to the school activities in the classroom. The CG remained in formal literacy and received intervention activities after the end of the research. In this program, phonological awareness skills and expressive vocabulary were stimulated. Before and after the intervention, expressive vocabulary skills, phonological awareness, letter recognition and reading of words and pseudowords were evaluated. Results found: The two study groups obtained improvements in all assessed skills, such as increased expressive vocabulary and improvements in average performance in phonological awareness (GE: p=0.038; CG: p=0.082), reading words and pseudowords ( GE: p=0.002; GC: p=0.009) and letter recognition (GE: p=0.001; GC: p=0.030), in addition to showing an increasing trend in the GE results. There was a strong correlation between the results of phonological awareness and improvement in reading ability. Conclusion: the results infer the effectiveness of the program to respond to the intervention in the school environment of children in social vulnerability

BANKING MEMBERS:
Externa à Instituição - LUCIANA MENDONÇA ALVES - UFMG
Presidente - 2143029 - CINTIA ALVES SALGADO AZONI
Interna - 035.716.504-76 - ISABELLE CAHINO DELGADO - UFPB