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[Phonological awareness therapy in the literacy process].

Giovana Romero Paula1, Helena Bolli Mota, Márcia Keske-Soares

  • 1Fonoaudióloga, Mestre em Distúrbios da Comunicação Humana pela Universidade Federal de Santa Maria. giorp@via-rs.net

Pro-Fono : Revista De Atualizacao Cientifica
|August 17, 2006
PubMed
Summary

Phonological awareness therapy significantly improved children's reading and writing skills. This therapy aids in acquiring the alphabetic code, crucial for literacy development.

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Area of Science:

  • Speech and Language Pathology
  • Developmental Psychology
  • Educational Psychology

Context:

  • Literacy acquisition is a complex process influenced by foundational cognitive skills.
  • Phonological awareness, the ability to recognize and manipulate sounds in spoken language, is a key predictor of reading success.
  • Early identification and intervention for children struggling with literacy are critical.

Purpose:

  • To investigate the impact of targeted phonological awareness therapy on the literacy development of children.
  • To assess whether specific therapeutic interventions can enhance phonological skills and subsequently improve reading and writing abilities.
  • To determine the relationship between phonological awareness and the capacity to decode and encode written language.

Summary:

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  • A study involving 46 children assessed their reading, writing, and phonological awareness skills.
  • An experimental group received phonological awareness therapy, while a control group did not (implied).
  • Results indicated that the therapy group showed significant improvements (76.47%) in phonological awareness, reading, and writing tasks.

    • Impact:

    • Phonological awareness therapy effectively facilitates the acquisition of the alphabetic code.
    • The findings highlight the importance of phonological skills for successful literacy development.
    • Interventions targeting phonological awareness can be a valuable tool for educators and speech-language pathologists working with children at risk for reading difficulties.