Abstract

MEDINA, Giovanna Beatriz Kalva  and  GUIMARAES, Sandra Regina Kirchner. Reading of Students with Developmental Dyslexia: Impacts of an Intervention with Phonic Method Associated with the Executive Functions Stimuli. Rev. bras. educ. espec. [online]. 2019, vol.25, n.1, pp.155-174.  Epub Jan 02, 2019. ISSN 1980-5470.  https://doi.org/10.1590/s1413-65382519000100010.

The aim of this study was to verify the impact of an intervention program involving the phonic method associated with executive functions (EF) in the performance of seven students with dyslexia with the mean age of 10.7 years (experimental group - EG), in tasks of executive functions (EF), phonemic awareness and reading. The performance of the EG was compared to three control groups: dyslexics (DCG) of the same age range of the EG; by age group (ACG) composed of seven boys of the same age group as the EG, and another group of skilled but younger readers (RCG) with four participants. The EG received the intervention in 28 sessions. The four groups were evaluated in phonemic awareness, reading, comprehension and the EF before and after the intervention received by the EG. As a result, the EG presented significantly higher performance than DCG in reading of isolated words (frequent, non-frequent and pseudowords). In reading comprehension, the two groups of dyslexics progressed in their performance, but not significantly. The intervention did not affect the performance of the EF of cognitive flexibility and working memory. The EG improved in orthographic verbal fluency and inhibitory control as measured by Go/No Go. The performance of the ACG and RCG did not change significantly in phonemic awareness, word reading, sentence and text comprehension, and most of the EF. These results allow to conclude that the participation of dyslexics in an intervention focusing on the development of phonemic awareness, reading and executive functions was efficient to promote their performance in reading, especially the reading of isolated words.

Keywords : Dyslexia; Executive Function; Intervention; Special Education.

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