PURPOSE: to check the relationship between phonological awareness and writing of patients with diagnostic of phonological disorders after treatment conclusion. METHODS: these patients were evaluated after treatment conclusion at Speech Therapy Service of Federal University of Santa Maria. For evaluating phonological awareness we applied an assessment method referred to as called "Sequential Evaluation Instrument - CONFIAS". Writing was evaluated after dictation of some words proposed by Language Evaluation Exam - TIPITI. RESULTS: the following correlations were detected in parallel of statistical analyze "r of Pearson": medium from strong between writing under dictation and syllable awareness, writing under dictation and total phonological awareness, syllable and total phonological awareness and phoneme and total phonological awareness. The only significant correlation was between phoneme and total phonological awareness. CONCLUSION: it is very important consequently to stimulate the abilities in phonological awareness, not only for children at elementary school but mainly in children with phonological disorders. These children are considered under risk for presence of future impairments in language development.
Speech Therapy; Child Language; Language; Language Development
