Aim:to analyze the significance of RTI Tier 2 metaphonological and alphabetic principle program for Brazilian schoolchildren at risk for dyslexia.Methods:a bibliographic review was carried out in the Scielo and Pubmed...Aim:to analyze the significance of RTI Tier 2 metaphonological and alphabetic principle program for Brazilian schoolchildren at risk for dyslexia.Methods:a bibliographic review was carried out in the Scielo and Pubmed databases using the descriptors“intervention studies”,“reading”,“dyslexia”,and“learning”in Portuguese and English for the elaboration of RTI Tier 2 metaphonological and alphabetic principle program for schoolchildren at risk for dyslexia.The program was designed based on the selection of strategies for metaphonological skills,knowledge of the alphabet,and grapheme-phoneme correspondence described in national and international literature.Linguistic stimuli(real words)and visual stimuli(pictures)were selected to be used in the intervention program tasks.These stimuli were selected from a word bank according to length,regularity,and frequency.The intervention program designed was composed of the following skills:letter-sound knowledge,syllable knowledge,syllabic segmentation,phonemic segmentation,syllabic addition,phonemic addition,syllabic subtraction,phonemic subtraction,syllabic substitution,phonemic substitution,syllabic combination,and phonemic combination.The program was structured with collective strategies and was applied in small groups of four to five schoolchildren aged six years and 11 months to seven years and 11 months in 50-minute sessions.Results:The results revealed that there was a change in the response pattern,showing better performance in the skills of the Early Identification of Reading Problems Protocol,demonstrating significance and positive change in post-testing situations when compared to pre-testing.Conclusion:the program developed in this study proved to be effective and,in this way,it can be used as an intervention instrument based on scientific evidence that helps in the acquisition of skills necessary for the development of reading.展开更多
基金National Council for Scientific and Technological Development(CNPq)and Coordination for the Improvement of Higher Education Personnel(CAPES).
文摘Aim:to analyze the significance of RTI Tier 2 metaphonological and alphabetic principle program for Brazilian schoolchildren at risk for dyslexia.Methods:a bibliographic review was carried out in the Scielo and Pubmed databases using the descriptors“intervention studies”,“reading”,“dyslexia”,and“learning”in Portuguese and English for the elaboration of RTI Tier 2 metaphonological and alphabetic principle program for schoolchildren at risk for dyslexia.The program was designed based on the selection of strategies for metaphonological skills,knowledge of the alphabet,and grapheme-phoneme correspondence described in national and international literature.Linguistic stimuli(real words)and visual stimuli(pictures)were selected to be used in the intervention program tasks.These stimuli were selected from a word bank according to length,regularity,and frequency.The intervention program designed was composed of the following skills:letter-sound knowledge,syllable knowledge,syllabic segmentation,phonemic segmentation,syllabic addition,phonemic addition,syllabic subtraction,phonemic subtraction,syllabic substitution,phonemic substitution,syllabic combination,and phonemic combination.The program was structured with collective strategies and was applied in small groups of four to five schoolchildren aged six years and 11 months to seven years and 11 months in 50-minute sessions.Results:The results revealed that there was a change in the response pattern,showing better performance in the skills of the Early Identification of Reading Problems Protocol,demonstrating significance and positive change in post-testing situations when compared to pre-testing.Conclusion:the program developed in this study proved to be effective and,in this way,it can be used as an intervention instrument based on scientific evidence that helps in the acquisition of skills necessary for the development of reading.
