ABSTRACT
Purpose
To develop and investigate the effect of a program that stimulates cognitive-linguistic skills predictive of phonological decoding skills aimed at improving of skills underlying reading.
Methods
The research design was a prospective cohort study with quantitative analysis. A total of 124 1st – 3rd grade children from a public Ensino Fundamental I school in São Paulo, participated in the study, divided into: Research Group - 62 students who underwent intervention; Control Group: 62 students who did not receive stimulation. Reading fluency parameters (rate and accuracy) were individually evaluated (pre- and post-intervention) in a task with isolated words. The program had tasks designed to stimulate auditory discrimination, morphosyntactic knowledge, phonological access to the mental lexicon, phonological awareness, knowledge of the written code, reading fluency and the visual vocabulary of words. It was built to improve decoding and automatic word recognition skills in ten sessions of collective stimulation.
Results
The Research Group showed greater differences in accuracy and score in word reading, when comparing the results of pre- and post-intervention assessments, than the Control Group.
Conclusion
The program promoted the reading fluency of 1st and 2nd grade students. Significant increments were observed for auditory discrimination, phonological awareness and reading automaticity with variations depending on the grade.
Palavras-chave:
Reading; Learning; Competency-based education; Speech therapy; Literacy