Nogueira Débora Manzano, Cárnio Maria Silvia
Departamento de Fisioterapia, Fonoaudiologia e Terapia Ocupacional, Universidade de São Paulo, São Paulo, SP, Brasil.
Codas. 2018;30(2):e20170077. doi: 10.1590/2317-1782/20182017077. Epub 2018 May 17.
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.
制定一项针对阅读理解和正字法的言语病理学计划，并验证其对发育性阅读障碍学生的阅读理解和拼写的影响。方法：研究样本由11名个体（8名男性）组成，他们被诊断为发育性阅读障碍，年龄在9至11岁之间。所有参与者都接受了一项针对阅读理解和正字法的言语病理学计划，该计划包括每周16次的个体辅导。在每次辅导中，都会开展文本阅读理解和正字法任务。在计划开始和结束时，参与者接受了特定评估（前测和后测）。结果：个体在阅读理解方面存在困难，但完形填空技术被证明是一种有用的补救工具，在后测评估中观察到他们的表现有显著改善。阅读障碍个体在拼写评估中的表现与其教育水平不符。在计划结束时，他们的表现有所进步，但仍低于预期，在前测和后测中表现出相同的错误模式，在自然拼写和任意拼写方面都有错误。结论：所提出的针对阅读理解和正字法的言语病理学计划对参与者的阅读理解、拼写以及阅读和写作动机产生了积极影响。本研究通过提出一种易于应用和分析的计划，对发育性阅读障碍个体的阅读和写作进行联合刺激，做出了前所未有的贡献。
