Jardini Renata Savastano Ribeiro, de Souza Patrícia Thimóteo
Pesquisadora do Centro de Pesquisas e Tratamento das Deformidades Buco-Faciais de Araraquara.
Pro Fono. 2006 Jan-Apr;18(1):69-78. doi: 10.1590/s0104-56872006000100009.
Alphabetization and rehabilitation of reading/writing disorders through a phonetic-visual-articulatory method (Método das Boquinhas - Jardini, 1997). This methodology combines neuropsychological inputs, such as sounds/phonemes, letters/graphemes to the visual representation of mouth position/articulemes.
To alphabetize and/or rehabilitate children who presented reading/writing disorders, of varied etiologies, with consistent short-term results, in a combined intervention with a speech-language pathologists and a psycho-pedagogue.
Participants of this study were 30 children, with the diagnoses of dyslexia, ADHA, mild cognitive retardation, infant psychoses and borderline behavior, some of which presented comorbidities. Children ranged between 7 and 10 years of age, all presenting at least a six-month delay in regular schooling. The children along with their parents and teachers took part in the research. Parents and teachers assessed the children through a multiple choice questionnaire at the beginning of treatment (T0), three (T1) and six months after intervention (T2), according to parameters of reading, reading comprehension, spelling, blackboard copying, attention, concentration and confidence for learning. The questionnaire qualified children as incapable, intermediate and capable for learning in each of the assessed parameter. The adopted therapeutic approach was the application of a phonetic-visual-articulatory method, with two weekly sessions with a speech-language pathologist and a psycho-pedagogue. Besides the therapeutic interventions, children continued to attend regular school.
An expressive development was observed for all of the assessed parameters, according to parents and teachers. After the first 3 months of intervention, the performance of the children was classified at an intermediate level of learning and after 6 months they were considered as being capable for learning in each of the assessed parameters. These results not only favored a better performance at school, but also raised the children's self-esteem in terms of learning.
After 6 months of intervention with the phonetic-visual-articulatory methodology children were able to continue with their learning process in a regular school, following the performance of the other members of class.
通过语音-视觉-发音方法（小嘴巴方法 - 贾迪尼，1997年）对阅读/书写障碍进行字母教学和康复训练。该方法将神经心理学要素相结合，如声音/音素、字母/字素与口部位置/发音要素的视觉呈现。
对患有各种病因的阅读/书写障碍儿童进行字母教学和/或康复训练，在与言语治疗师和心理教育工作者的联合干预中取得持续的短期效果。
本研究的参与者为30名儿童，诊断为诵读困难、注意力缺陷多动障碍、轻度智力发育迟缓、儿童期精神病和边缘行为，其中一些患有合并症。儿童年龄在7至10岁之间，均在正规学校教育中至少延迟六个月。儿童及其父母和教师参与了研究。父母和教师在治疗开始时（T0）、干预三个月后（T1）和六个月后（T2），根据阅读、阅读理解、拼写、黑板抄写、注意力、专注力和学习信心等参数，通过多项选择题问卷对儿童进行评估。该问卷将儿童在每个评估参数中评定为无学习能力、中等和有学习能力。所采用的治疗方法是应用语音-视觉-发音方法，每周与言语治疗师和心理教育工作者进行两次治疗。除了治疗干预外，儿童继续在正规学校上学。
根据父母和教师的评估，所有评估参数均观察到明显的进展。干预前三个月后，儿童的表现被归类为中等学习水平，六个月后，他们在每个评估参数中均被认为有学习能力。这些结果不仅有利于在学校取得更好的成绩，还提高了儿童在学习方面的自尊心。
采用语音-视觉-发音方法干预6个月后，儿童能够在正规学校继续学习进程，并跟上班级其他同学的进度。
