ABSTRACT
Purpose:
this study aims to compare the performance, pre and post phonological intervention, of 2nd year students in public and private education, with and without learning disabilities.
Methods:
30 students from the 2nd year of elementary education, public and private participated in these study, distributed in: GI, GII and GIII, composed of 15 public school students, submitted to pre and post testing and phonological intervention; and GIV, GV and GVI, comprising 15 private school students, submitted to pre and post testing and phonological intervention. In the pre and post testing moment, the Linguistic Cognitive Skills Assessment Protocol Adaptive was performed. For the intervention, the phonological tasks of letter/sound relationship, analysis, synthesis and manipulation of phonemes and syllables were conducted.
Results:
there was a statistically significant performance for the students submitted to the phonological intervention program of the public and private education, in all skills analyzed.
Conclusion:
the intervention was effective in both scopes, public and private, however, private school students did better in a greater number of skills analyzed as compared to public school ones, suggesting the influence of the intervention associated with the stimuli offered in the process of schooling.
Keywords:
Child Language; Learning; Intervention; Reading; Child