Banca de QUALIFICAÇÃO: HELLEN FRANÇA ALCANTARA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : HELLEN FRANÇA ALCANTARA
DATE: 24/08/2023
TIME: 14:00
LOCAL: Sala virtual RUTE: https://conferenciaweb.rnp.br/webconf/posgraduacao-huol
TITLE:

Effect of an intervention on predictive skills for reading and writing: a post-pandemic follow-up study

KEY WORDS:

Speech therapy, Children's language, Intervention Studies, child, poverty, social vulnerability.

PAGES: 67
BIG AREA: Ciências da Saúde
AREA: Fonoaudiologia
SUMMARY:

Introduction: The beginning of the new coronavirus pandemic brought to light reflections on the effects of closing schools on student learning. These negative effects may be greater in low-income children. Objective: To verify if there were changes in the performance in written language of low-income students who underwent an intervention process before the Covid-19 pandemic. Methodology: Longitudinal, quantitative study, approved by the research ethics committee nº 4,704,128. In article 01, 17 children with schooling between the 2nd and 5th grade of elementary school participated, between the first (before the pandemic) and second assessment (after the pandemic), respectively. The groups were divided into G1: single intervention dose and G2: double intervention dose. In both evaluation moments, letter recognition skills, phonological awareness, phonological working memory, access to the mental lexicon, fluency, reading and writing comprehension were verified. After the first assessment, the children from G1 performed 15 meetings to stimulate phonological awareness and vocabulary skills and G2, 30 meetings with the same strategies. Partial results: In article 1 we observed that the skills of phonological working memory and access to the mental lexicon advanced significantly in both groups. Despite the increase in performance, these values are below expectations for the age and education of the participants. Conclusion: the study is relevant to understanding the educational reality of low-income children in Brazil and planning future actions aimed at reducing possible delays in students' literacy. In addition, the number of interventions performed, even if few, acted as a protective factor for learning to read.

COMMITTEE MEMBERS:
Presidente - 2143029 - CINTIA ALVES SALGADO AZONI
Interna - 1573810 - KARINNA VERISSIMO MEIRA TAVEIRA
Externa à Instituição - JERUSA FUMAGALLI DE SALLES - UFRGS