Effects of a Phonics Intervention in Students with Difficulties in Literacy
This study evaluated the effects of an intervention based on phonics approach associated with phonological awareness given to students with serious gaps in literacy. The 31 participants had a mean age of 11.9 years and were attending 4th to 8th grades of elementary school. The research comprised thr...
| Autores: | , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2012 |
| País: | Brasil |
| Recursos: | Universidade de Brasília (UnB) |
| Repositório: | Psicologia (Universidade de Brasília. Online) |
| Idioma: | português |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/17577 |
| Acesso em linha: | https://periodicos.unb.br/index.php/revistaptp/article/view/17577 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Psicologia; Psicologia Educacional Alfabetização Consciência fonológica Fracasso escolar Método fônico Literacy Phonological awareness School failure Phonics |
| Resumo: | This study evaluated the effects of an intervention based on phonics approach associated with phonological awareness given to students with serious gaps in literacy. The 31 participants had a mean age of 11.9 years and were attending 4th to 8th grades of elementary school. The research comprised three phases: pre-test, intervention and post-test. In the pre-test letter knowledge, phonological awareness, reading and writing abilities were assessed. The intervention occurred during two hours per week, for a 10 month period. In the post-test, a reassessment of the same abilities of the pre-test was performed. Statistical analysis showed significant differences between pre and post-test for all abilities evaluated, suggesting the efficacy of the intervention in increasing the literacy abilities of the participants. |
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