针对学习困难学生的语音矫正计划。
Phonological remediation program in students with learning difficulties.
作者信息
Silva Ana Paula de Castro, Capellini Simone Aparecida
机构信息
Department of Speech, Language and Hearing Therapy, Post-graduation Program in Education - Faculty of Sciences and Phylosophy – Universidade Estadual Paulista "Julio de Mesquita Filho"- UNESP – Marília (SP), Brazil.
出版信息
J Soc Bras Fonoaudiol. 2011 Mar;23(1):13-20. doi: 10.1590/s2179-64912011000100006.
PURPOSE
To verify the effectiveness of a phonological remediation program in students with learning difficulties.
METHODS
Forty students from 2nd to 4th grades, from both genders, ranging from eight years and one month to 12 years old, were divided into two groups: Group 1 (G1), composed by 20 students with learning disabilities; and Group 2 (G2), composed by 20 students without learning disabilities. The Cognitive-Linguistic Performance Test and the oral reading and comprehension were applied in pre-test and post-test situations in all students. After the pre-test, only the students from Group 1 were submitted to the phonological remediation program.
RESULTS
After the phonological remediation program, Group 1 presented differences for reading abilities, auditory and visual processing, and processing speed, evidenced by superior performance in the post-testing situation.
CONCLUSION
The phonological remediation program was efficient to the development of cognitive-linguistic skills and reading and text comprehension of students with learning difficulties.
目的
验证语音矫正计划对学习困难学生的有效性。
方法
40名二至四年级学生，年龄在8岁1个月至12岁之间，男女皆有，被分为两组：第一组（G1），由20名学习障碍学生组成；第二组（G2），由20名无学习障碍学生组成。所有学生在测试前和测试后均接受认知语言能力测试以及口头阅读与理解测试。测试前之后，只有第一组学生接受语音矫正计划。
结果
经过语音矫正计划后，第一组在阅读能力、听觉和视觉处理以及处理速度方面出现差异，测试后的表现更优证明了这一点。
结论
语音矫正计划对学习困难学生的认知语言技能以及阅读和文本理解能力的发展有效。
Zotero 插件