Abstract
Elaborate a remediation program with rapid automatized naming and reading, as well as to verify the clinical significance of the elaborated program for students with dyslexia. The study involved five students from 3rd to the 5th grade of elementary school, aged 8 to 12 years, of both genders, with an interdisciplinary diagnosis of dyslexia. All students were submitted to pre- and post-test application of metalinguistic skills and reading test, reading comprehension and rapid automatized naming test. The analysis was performed using the JT method that allowed to verify positive or negative change and clinical significance in the post-testing. The results showed clinical significance in the tests of identification, syllable addition and combination, final and medial phoneme; in addition to nonwords repetition, real words and pseudowords reading, reading comprehension and rapid automatized naming test when comparing the pre- and post-testing. The elaborated program was efficient and applicable as an intervention instrument based on scientific evidence for students with dyslexia since it showed clinical significance for reading performance.
Highlights
IntroductionReading requires a refined visual processing of the graphic signs in order to perform a textual scanning to identify the word parts[1,2].Some authors[1,3,4] cited that students that read in accordance to the expected for their age and schooling level perform better during the rapid automatized naming test when compared to a student with dyslexia, showing that such skill may be considered a prerequisite for better reading performance.Dyslexia involves differences and failures in the cognitive processes and phonological and/or visual processing, frequently characterized by difficulties presented at the beginning of alphabetization, impairing the acquisition of reading, writing and orthography[5].Students with dyslexia take longer to perform the rapid automatized naming test when compared to those students who do not present changes in reading[6,7].An international study[8] developed a remediation program for students with reading difficulties, through a phonological awareness training and explicit teaching of the grafophonic correspondence rules, using the rapid automatized naming as one of the pre- and post-intervention measurement, indicating at the end of the study that the association between metaphonological skills favors the performance in the rapid automatized naming test, improving the speed of access to lexicon and reading fluency.Even though the national[9] and international[10,11] literature refer to studies of speech-language intervention with students with problems in decodification and reading fluency with focus on the metaphonological skills, there are few studies emphasizing the use of rapid automatized naming as intervention strategy
Some authors[1,3,4] cited that students that read in accordance to the expected for their age and schooling level perform better during the rapid automatized naming test when compared to a student with dyslexia, showing that such skill may be considered a prerequisite for better reading performance
We elaborated the remediation program with automatized naming and reading, and the analysis of clinical significance of the performance of the participants submitted to the intervention program, from third to fifth year, both genders, with age between eight and eleven years old, in a pilot study
Summary
Reading requires a refined visual processing of the graphic signs in order to perform a textual scanning to identify the word parts[1,2].Some authors[1,3,4] cited that students that read in accordance to the expected for their age and schooling level perform better during the rapid automatized naming test when compared to a student with dyslexia, showing that such skill may be considered a prerequisite for better reading performance.Dyslexia involves differences and failures in the cognitive processes and phonological and/or visual processing, frequently characterized by difficulties presented at the beginning of alphabetization, impairing the acquisition of reading, writing and orthography[5].Students with dyslexia take longer to perform the rapid automatized naming test when compared to those students who do not present changes in reading[6,7].An international study[8] developed a remediation program for students with reading difficulties, through a phonological awareness training and explicit teaching of the grafophonic correspondence rules, using the rapid automatized naming as one of the pre- and post-intervention measurement, indicating at the end of the study that the association between metaphonological skills favors the performance in the rapid automatized naming test, improving the speed of access to lexicon and reading fluency.Even though the national[9] and international[10,11] literature refer to studies of speech-language intervention with students with problems in decodification and reading fluency with focus on the metaphonological skills, there are few studies emphasizing the use of rapid automatized naming as intervention strategy. Dyslexia involves differences and failures in the cognitive processes and phonological and/or visual processing, frequently characterized by difficulties presented at the beginning of alphabetization, impairing the acquisition of reading, writing and orthography[5]. An international study[8] developed a remediation program for students with reading difficulties, through a phonological awareness training and explicit teaching of the grafophonic correspondence rules, using the rapid automatized naming as one of the pre- and post-intervention measurement, indicating at the end of the study that the association between metaphonological skills favors the performance in the rapid automatized naming test, improving the speed of access to lexicon and reading fluency.
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