Abstract
ABSTRACT Purpose: this study aims to compare the performance, pre and post phonological intervention, of 2nd year students in public and private education, with and without learning disabilities. Methods: 30 students from the 2nd year of elementary education, public and private participated in these study, distributed in: GI, GII and GIII, composed of 15 public school students, submitted to pre and post testing and phonological intervention; and GIV, GV and GVI, comprising 15 private school students, submitted to pre and post testing and phonological intervention. In the pre and post testing moment, the Linguistic Cognitive Skills Assessment Protocol Adaptive was performed. For the intervention, the phonological tasks of letter/sound relationship, analysis, synthesis and manipulation of phonemes and syllables were conducted. Results: there was a statistically significant performance for the students submitted to the phonological intervention program of the public and private education, in all skills analyzed. Conclusion: the intervention was effective in both scopes, public and private, however, private school students did better in a greater number of skills analyzed as compared to public school ones, suggesting the influence of the intervention associated with the stimuli offered in the process of schooling.
Highlights
Learning is a continuous process that lasts throughout the life of an individual and can be divided basically into formal and informal learning
The results of the reading ability (Table 1) show a statistically significant difference for word reading for the Group IV (GIV), Group V (GV) and Group VI (GVI) groups, when reading pseudo words for the GV group and in words read correctly in 1 minute for the Group III (GIII) group
In the phonological awareness ability, a statistically significant difference was found in the comparison of Group I (GI), Group II (GII), GIII, GIV, GV and GVI, at the moment of pre and post testing, for the alliteration variable for GVI, and rhyme, for GII
Summary
Learning is a continuous process that lasts throughout the life of an individual and can be divided basically into formal and informal learning Among these processes can be mentioned the literacy, which is understood as a formal learning, obtained in most cases, in the educational field[1]. During the literacy process, some students may have learning difficulties that prevent them from following the performance of their peers, making it necessary to identify what may be delaying this process. This demand has been identified as growing in recent years, both in public and private schools[3]
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