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Phonemic awareness stimulation and its effects regarding the variable gender.
Simone Raquel Sbrissa Moura1, Carolina Lisbôa Mezzomo, Carla Aparecida Cielo
1Departamento de Fonoaudiologia, Universidade Federal de Santa Maria. simoneraquel77@hotmail.com
Pro-Fono : Revista De Atualizacao Cientifica
|April 11, 2009
Summary
A phonemic awareness program improved skills in both boys and girls. However, girls consistently outperformed boys in most tasks, with significant gender differences noted in specific phoneme detection and manipulation skills post-intervention.
Area of Science:
- Child Development
- Educational Psychology
- Linguistics
Background:
- Investigating the impact of phonemic awareness stimulation programs.
- Comparing the effectiveness of these programs between genders.
Purpose of the Study:
- To assess performance gains in phonemic awareness skills for boys and girls.
- To evaluate a targeted phonemic awareness stimulation program.
Main Methods:
- Utilized a cohort of 36 second-grade students (18 boys, 18 girls) with typical language development.
- Implemented a three-step study including auditory screening, speech/language, and phonemic awareness assessments (Phonological Awareness Tasks Protocol).
- Developed and delivered a phonemic awareness stimulation program in the classroom setting.
Main Results:
- Both genders showed statistically significant improvements across all phonological awareness tasks post-program.
- Pre-intervention, significant gender differences existed in detecting final phonemes.
- Post-intervention, these differences persisted and emerged in phonemic segmentation and phoneme reversal tasks.
Conclusions:
- The phonemic awareness stimulation program was effective for both boys and girls.
- Girls demonstrated superior performance in most phonemic awareness tasks compared to boys, both before and after the intervention.
