Benefits of an Intensive Phonological Intervention Program: Preliminary Study
This study aimed to verify the benefits of an intensive phonological intervention program for 2nd grade elementary school students. Twenty students allocated in four groups participated in this study - being GIE and GIIE (experimental group), GIC and GIIC (control group) – in which they were submitt...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2019 |
| Country: | Brasil |
| Institution: | Centro Federal de Educação Tecnológica de Campos dos Goytacazes |
| Repository: | Vértices (Campos dos Goitacazes. Online) |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.editoraessentia.iff.edu.br:article/11617 |
| Online Access: | https://editoraessentia.iff.edu.br/index.php/vertices/article/view/11617 |
| Access Level: | Open access |
| Keyword: | Learning Primary and Secondary Education Literacy Early Intervention Reading Aprendizaje Enseñanza fundamental Alfabetización Intervención temprana Lectura Aprendizagem Ensino Fundamental Alfabetização Intervenção Precoce Leitura |
| Summary: | This study aimed to verify the benefits of an intensive phonological intervention program for 2nd grade elementary school students. Twenty students allocated in four groups participated in this study - being GIE and GIIE (experimental group), GIC and GIIC (control group) – in which they were submitted and not submitted to intensive phonological intervention in order to verify intervention effectiveness. The Adapted Cognitive-Linguistic Assessment Instrument and Intensive Phonological Intervention were applied. The results indicated that there was statistically significant performance for GIE and GIIE submitted to intensive intervention with phonological skills. It may be concluded that the intensive phonological intervention program was effective for this population. |
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