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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
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.
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