Abstract
Purpose Prepare a Speech-language Pathology Program for Reading Comprehension and Orthography and verify its effects on the reading comprehension and spelling of students with Developmental Dyslexia. Methods The study sample was composed of eleven individuals (eight males), diagnosed with Developmental Dyslexia, aged 09-11 years. All participants underwent a Speech-language Pathology Program in Reading Comprehension and Orthography comprising 16 individual weekly sessions. In each session, tasks of reading comprehension of texts and orthography were developed. At the beginning and end of the Program, the participants were submitted to a specific assessment (pre- and post-test). Results The individuals presented difficulty in reading comprehension, but the Cloze technique proved to be a useful remediation tool, and significant improvement in their performance was observed in the post-test evaluation. The dyslexic individuals showed poor performance for their educational level in the spelling assessment. At the end of the program, their performance evolved, but it remained below the expected, showing the same error pattern at the pre- and post-tests, with errors in both natural and arbitrary spelling. Conclusion The proposed Speech-language Pathology Program for Reading Comprehension and Orthography produced positive effects on the reading comprehension, spelling, and motivation to reading and writing of the participants. This study presents an unprecedented contribution by proposing joint stimulation of reading and writing by means of a program easy to apply and analyze in individuals with Developmental Dyslexia.
Highlights
Orthography of a written language influences both its reading and writing
Orthographic knowledge is connected to components that are critically necessary for fluent reading and comprehension
The Speech-language Pathology Program for Reading Comprehension and Orthography (PRCO) was a useful instrument for remediation for reading comprehension in the individuals with diagnosis of Developmental Dyslexia (DD) who participated in this study
Summary
Orthography of a written language influences both its reading and writing. Orthographic knowledge influences the correct writing of words, especially those that involve the irregularities of a language, whose orthographic representation must be well specified[2]. In this context, the orthographic characteristics of a language assume special importance, and in alphabetical orthographies, the relationship between graphemes and phonemes can be classified according to the orthographic depth factor. Brazilian Portuguese is considered a transparent, or almost transparent, language because it presents univocal correspondences between graphemes and phonemes, but there are some irregularities[2]
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
