Speech-language pathology program for reading comprehension and orthography: effects on the spelling of dyslexic individuals

Nogueira, Débora Manzano; Cárnio, Maria Silvia

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Original Article • CoDAS 30 (2) • 2018 • https://doi.org/10.1590/2317-1782/20182017077 copy

Speech-language pathology program for reading comprehension and orthography: effects on the spelling of dyslexic individuals

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Purpose

Prepare a Speech-language Pathology Program for Reading Comprehension and Orthography and verify its effects on the reading comprehension and spelling of students with Developmental Dyslexia.

Methods

The study sample was composed of eleven individuals (eight males), diagnosed with Developmental Dyslexia, aged 09-11 years. All participants underwent a Speech-language Pathology Program in Reading Comprehension and Orthography comprising 16 individual weekly sessions. In each session, tasks of reading comprehension of texts and orthography were developed. At the beginning and end of the Program, the participants were submitted to a specific assessment (pre- and post-test).

Results

The individuals presented difficulty in reading comprehension, but the Cloze technique proved to be a useful remediation tool, and significant improvement in their performance was observed in the post-test evaluation. The dyslexic individuals showed poor performance for their educational level in the spelling assessment. At the end of the program, their performance evolved, but it remained below the expected, showing the same error pattern at the pre- and post-tests, with errors in both natural and arbitrary spelling.

Conclusion

The proposed Speech-language Pathology Program for Reading Comprehension and Orthography produced positive effects on the reading comprehension, spelling, and motivation to reading and writing of the participants. This study presents an unprecedented contribution by proposing joint stimulation of reading and writing by means of a program easy to apply and analyze in individuals with Developmental Dyslexia.

Keywords
Dyslexia; Language; Language Therapy; Handwriting; Speech, Language and Hearing Sciences

Pre- and post-test instruments	Application
Test of Reading Comprehension of Expository Texts (Saraiva RA, Moojen S, Munarski R. Avaliação da compreensão leitora de textos expositivos: para fonoaudiólogos e psicopedagogos. 2. ed. Casa do Psicólogo; 2009.)	A 4^th grade text (“As lhamas”, containing 140 words) adapted to application of the structural Cloze technique without support with deletion at every five words was used in this assessment. Participants were instructed to read the whole text, silently, trying to understand the message, even in the presence of blanks. Next, they were asked to fill in each of the blanks with the words that they thought fit to maintain the content. At the end of the reading and filling process, the participants were asked to respond, orally, to seven comprehension questions on the text used, without support.
Assessment of Reading Comprehension Levels (Cárnio MS, Soares AJC, Alves DC. Protocolo adaptado de Castillo, HV para utilização no Programa Escola e no Laboratório de Investigação Fonoaudiológica em Leitura e Escrita do Curso de Fonoaudiologia da FMUSP; 2012.)	The protocol, which aims to classify the levels of decoding and reading comprehension, was completed by the examiner. It consists of two parts: The first one addresses decoding and contains seven questions. Participants can score up to 14 points, and their classification is determined at the initial, intermediate, or automatic decoding levels. The second part deals with comprehension levels and contains 10 questions. Participants can score up to 20 points, having their performance classified as follows: “does not understand”, “initial comprehension”, “literal comprehension”, “independent comprehension”, and “critical comprehension”. In this study, only the second part of the protocol was filled in, based on the individuals' performance in the Test of Reading Comprehension of Expository Texts.
“Pró-Ortografia” Dictation of Words, Spelling Assessment Protocol for 2^nd to 5^th-Grade Elementary School Children (Batista AO, Cervera-Mérida JF, Ygual-Fernández A, Capellini SA. Pró-Ortografia: Protocolo de avaliação da ortografia para escolares do segundo ao quinto ano do ensino fundamental. Manual Introdutório. Barueri: Pró-Fono; 2014.)	This assessment enables verification of the knowledge level of students about the notation rules, within a controlled situation and with the support of the orthographic lexical memory/grapheme lexicon. The test is composed of 86 words: three monosyllabic, thirty-three disyllabic, thirty-five trisyllabic, and fifteen polysyllabic words. The words were presented orally to the schoolchildren, who wrote them on a specific protocol. Subsequently, the examiner computed the correct responses and classified the spelling mistakes of each word according to the proposed classification of errors: Univocal Phoneme-Grapheme Correspondence; Omission and Addition of Segments; Alteration of the Order of the Segments; Separation or Improper Junction of Words; Phoneme-Grapheme Correspondence Dependent on the Phonetic Context/Position; Phoneme-Grapheme Correspondence Regardless of Rules; Inadequate Absence or Presence of Word Stress; Other Findings. Spelling mistakes made by the study participants were analyzed and classified according to the semiology of errors.

Study / Material	Item used	Reference
Reading comprehension intervention based on the Cloze Technique	Levels of blank filling using the Cloze technique	Capellini SA, Germano GD. Intervenção com compreensão de leitura a partir do uso da Técnica de Cloze. In: Pró- Fono (Organizadora). Planos Terapêuticos Fonoaudiológicos (PTFs). Barueri: Pro-Fono; 2012. pp: 149-158.
Intervention Program for Spelling Difficulties	Sequences of stimulation of orthographic difficulties	Sampaio MN, Ygual-Fernández A, Cervera-Mérida JF, Capellini SA. Programa de intervenção com as dificuldades ortográficas: proposta de um modelo clínico e educacional. São José dos Campos: Pulso Editorial; 2013.
“Pró-Ortografia” Dictation of Words, Spelling Assessment Protocol for 2^nd to 5^th Grade Elementary School Children	Classification of spelling errors	Batista AO, Cervera-Mérida JF, Ygual-Fernández A, Capellini SA. Pró-Ortografia: Protocolo de avaliação da ortografia para escolares do segundo ao quinto ano do ensino fundamental. Manual Introdutório. Barueri: Pró-Fono; 2014.
Phonology and spelling subsidies for the understanding of dysgraphia	Orthographic classification of Brazilian Portuguese	Capellini SA, Batista AO. Subsídios da fonologia e ortografia para a compreensão da disortografia. apud Batista AO. Desempenho ortográfico de escolares do 2° ao 5° ano: proposta de elaboração de um protocolo de avaliação da ortografia [dissertação]. Marília: Universidade Estadual de Paulista “Júlio de Mesquita Filho” – Faculdade de Filosofia e Ciências; 2011. p. 182-186.
Reading of Literary Texts vs. Scientific Texts by Incipient Readers	Complexity levels of reading comprehension	Castillo, HV. A Leitura de Textos Literários vs Textos Científicos Por Leitores Incipientes. In. Witter GP. Leitura: Textos e Pesquisas. Campinas: Alínea. 1999. Cap. 4. pp. 55-64.
“Estrelinha” Book Collection	Texts used for reading comprehension activities using the Cloze technique at levels 1 and 2	Junqueira, S. Coleção Estrelinha. São Paulo: Editora Ática; 2007.
“Mico Maneco” Book Collection	Texts used for reading comprehension activities using the Cloze technique at levels 1 and 2	Machado, AM. Coleção Mico Maneco. São Paulo: Salamandra, 2012.
Aesop’s Fables	Texts used for reading comprehension activities using the Cloze technique at levels 3 and 4	Ash R, Hington B (compilação). Fábulas de Esopo. São Paulo: Companhia das Letras; 1994.

Period	N	Mean	Standard deviation	Minimum	Median	Maximum
Pre-test	11	17.7	17.3	0.0	9.5	47.6
Post-test	11	41.1	25.0	9.5	38.1	85.7
Difference	11	23.4	16.0	-9.5	23.8	47.6

Period	N	Mean	Standard deviation	Minimum	Median	Maximum
Pre-test	11	16.9	15.4	1	11	51
Post-test	11	22.7	16.2	4	18	58
Difference	11	5.8	5.2	-5	8	11

Error category	Period	N	Mean	Standard deviation	Minimum	Median	Maximum
P-GC	Pre-	11	23.8	14.7	4	24	45
	Post-	11	19.5	11.0	0	17	34
	Difference	11	4.4	11.4	-23	4	18
OAS	Pre-	11	31.6	28.3	1	30	78
	Post-	11	26.6	21.6	1	24	65
	Difference	11	4.9	18.4	-32	6	32
AOS	Pre-	11	3.7	4.3	0	2	12
	Post-	11	3.1	3.9	0	1	10
	Difference	11	0.6	2.4	-3	0	6
SIJW	Pre-	11	0.1	0.3	0	0	1
	Post-	11	0.0	0.0	0	0	0
	Difference	11	0.1	0.3	0	0	1
P-GCDC	Pre-	11	17.6	6.4	7	20	26
	Post-	11	15.2	6.4	5	14	27
	Difference	11	2.4	6.2	-6	1	16
P-GCRR	Pre-	11	31.7	14.7	17	28	69
	Post-	11	28.7	11.0	12	29	44
	Difference	11	3.0	16.8	-9	-1	51
IAPS	Pre-	11	15.6	2.6	12	15	20
	Post-	11	15.0	3.1	11	14	21
	Difference	11	0.6	2.5	-3	1	5
OF	Pre-	11	1.3	1.3	0	1	3
	Post-	11	0.7	2.1	0	0	7
	Difference	11	0.6	1.9	-4	1	3

Level	Session	N	Mean	Standard deviation	Minimum	Median	Maximum
1	1	11	84.5	11.7	60	85	100
	2	11	82.7	12.9	70	85	100
	3	11	96.8	4.0	90	100	100
	4	11	88.6	8.1	75	90	100
	Total	44	88.2	10.9	60	90	100
2	1	11	84.7	10.4	68	84	100
	2	11	78.9	16.9	48	88	96
	3	11	81.8	8.3	68	84	96
	4	11	81.5	12.9	56	80	96
	Total	44	81.7	12.3	48	84	100
3	1	11	33.6	21.0	13	27	67
	2	11	47.6	22.3	13	47	87
	3	11	46.7	24.5	20	50	93
	4	11	44.5	24.8	17	43	80
	5	6	42.2	19.9	23	40	77
	6	6	40.6	16.1	20	37	67
	7	6	26.1	22.5	3	22	60
	8	6	40.0	19.6	23	35	77
	Total	68	41.0	21.9	3	40	93
4	1	5	61.7	10.2	54	54	74
	2	5	52.6	11.0	43	49	66
	3	5	52.0	15.2	34	51	69
	4	5	52.0	23.3	26	46	89
	Total	20	54.6	15.1	26	54	89

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[1] Conflict of interests: nothing to declare.