PURPOSE: To verify the phonemic awareness performance of students before and after language workshops. METHODS: Phonemic awareness abilities of 49 students in the fourth year of Elementary School were assessed using the second part of the test "Phonological Awareness - Sequential Assessment Instrument" (CONFIAS). The exclusion criteria in the study were: presence of complaints or indicators of hearing and/or vision deficits; presence of neurological, behavioral and/or cognitive impairments. Subjects included in the study participated in both initial and final assessments and in at least 75% of the workshop meetings. According to their performance on the test, children were divided into three groups: initial, intermediate and advanced. Each group attended separate weekly workshops for stimulation of phonological and phonemic abilities. After five language workshops the students were reassessed. RESULTS: The phonemic awareness performance of students in all groups significantly improved after the workshops. The intermediate group presented the greater improvement in the mean number of correct answers. CONCLUSION: The phonemic awareness performance of students improves after language workshops.
Child language; Learning; Evaluation; Educational status; Education
