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[Phonological awareness improvement in primary school students]
Maria Sílvia Cárnio1, Daniele dos Santos
1Fonoaudióloga, Doutora em Lingüística pela Faculdade de Filosofia, Letras e Ciéncias Humanas da Universidade de São Paulo. mscarnio@usp.br
Pro-Fono : Revista De Atualizacao Cientifica
|August 17, 2006
Summary
Primary school students showed improved phonological awareness after a speech and language program. This intervention effectively enhanced early literacy skills in young learners.
Area of Science:
- Speech and Language Pathology
- Developmental Psychology
- Educational Psychology
Context:
- Phonological awareness is a critical precursor to reading acquisition in primary school.
- Early identification of students struggling with literacy is essential for targeted intervention.
- Speech and language stimulation programs offer a structured approach to developing foundational language skills.
Purpose:
- To evaluate the efficacy of a speech and language stimulation program in enhancing phonological awareness.
- To assess changes in phonological awareness among primary school students following an intervention.
- To determine if targeted language stimulation can improve early literacy predictors.
Summary:
- The study involved 20 primary school students identified with lower initial literacy exam scores.
- Phonological awareness was assessed before and after participation in a dedicated speech and language stimulation program.
- Results indicated that the majority of participants demonstrated a foundational understanding of phonological awareness activities post-intervention.
Impact:
- The speech and language stimulation program demonstrated a positive impact on students' phonological awareness.
- Findings suggest the program's effectiveness in improving a key component of early literacy.
- This research supports the integration of targeted language interventions to bolster reading readiness in young students.
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