Martins Ligia Zanella, Cárnio Maria Silvia
Departamento de Fisioterapia, Fonoaudiologia e Terapia Ocupacional, Faculdade de Medicina, Universidade de São Paulo - USP - São Paulo (SP), Brasil.
Codas. 2020 Feb 10;32(1):e20180156. doi: 10.1590/2317-1782/20192018156. eCollection 2020.
To develop a Speech-language Pathology (SLP) program and verify its effects on the reading comprehension of dyslexic students.
Participants were eleven 4th and 5th-grade Elementary School students, eight boys and three girls, aged 9-11 years, diagnosed with developmental dyslexia. All individuals underwent the therapeutic program, which was composed of 16 sessions divided into four levels of complexity. A text adapted according to the Cloze technique and reading comprehension and orthography tasks were used in each session. The schoolchildren had their reading comprehension assessed pre- and post-program using a text available at the Test of Reading Comprehension of Expository Texts, adapted for application of the structural Cloze technique without support, according to the Evaluation of Reading Comprehension Levels.
The participants showed better performance in reading comprehension at the post-program assessment not only in the filling of blanks in the text adapted according to the Cloze technique and in the Responses to Reading Comprehension Questions, but also in the level of reading comprehension achieved.
The SLP program improved the reading comprehension performance and increased motivation to reading of dyslexic schoolchildren. Both the Cloze technique and the Reading Comprehension Questions were useful tools to develop and identify changes in the reading comprehension of the students assessed. This study is relevant because it prepared and verified the effects of a specific remediation program for schoolchildren with dyslexia by proposing the use of texts adapted according to the Cloze technique combined with other various tasks of reading comprehension and orthography.
开发一个言语病理学（SLP）项目，并验证其对诵读困难学生阅读理解能力的影响。
参与者为11名四、五年级的小学生，年龄在9至11岁之间，其中8名男孩，3名女孩，均被诊断为发育性诵读困难。所有个体均接受了该治疗项目，该项目由16个疗程组成，分为四个复杂程度级别。每个疗程使用根据删除测验技术改编的文本以及阅读理解和正字法任务。根据阅读理解水平评估，使用一篇适用于说明文阅读理解测试的文本，在项目前后对学童的阅读理解能力进行评估，该文本改编后可用于在无支持的情况下应用结构化删除测验技术。
参与者在项目后的评估中，不仅在根据删除测验技术改编的文本填空以及阅读理解问题回答方面表现出更好的成绩，而且在达到的阅读理解水平上也有提高。
言语病理学项目提高了诵读困难学童的阅读理解能力，并增加了他们对阅读的积极性。删除测验技术和阅读理解问题都是开发和识别被评估学生阅读理解变化的有用工具。本研究具有重要意义，因为它通过提议使用根据删除测验技术改编的文本，并结合其他各种阅读理解和正字法任务，准备并验证了针对诵读困难学童的特定补救项目的效果。
