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Phonemic awareness in students before and after language workshops
Aparecido José Couto Soares1, Maria Silvia Cárnio
1Departamento de Fisioterapia, Fonoaudiologia e Terapia Ocupacional, Faculdade de Medicina, Universidade de São Paulo, São Paulo, SP, Brazil. ajcsoares@usp.br
Language workshops significantly improved phonemic awareness in elementary students. All performance groups showed gains, with the intermediate group demonstrating the most substantial improvement in correct answers.
Area of Science:
- Pedagogical Interventions
- Child Language Development
- Educational Psychology
Background:
- Phonemic awareness is crucial for reading acquisition.
- Early identification and intervention can support language development.
- Targeted workshops may enhance phonemic skills in school-aged children.
Purpose of the Study:
- To evaluate the impact of language workshops on phonemic awareness.
- To compare pre- and post-intervention phonemic performance.
- To assess workshop effectiveness across different performance levels.
Main Methods:
- Assessed phonemic awareness in 49 fourth-grade students using the CONFIAS test.
- Excluded students with sensory, neurological, behavioral, or cognitive impairments.
- Students attended weekly workshops and were reassessed after five sessions, categorized into initial, intermediate, and advanced groups.
Main Results:
- Significant improvements in phonemic awareness were observed across all student groups post-workshops.
- The intermediate performance group exhibited the greatest increase in the mean number of correct answers.
- The language workshops demonstrated a positive effect on phonemic skill development.
Conclusions:
- Language workshops are effective in enhancing students' phonemic awareness.
- Intervention strategies can lead to measurable improvements in foundational language skills.
- Targeted phonemic awareness training benefits elementary school students.
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