Abstract

SILVA, Grazielle Franciosi da  and  GODOY, Dalva Maria Alves. Intervention studies in phonological awareness and dyslexia: Systematic literature review. Educ. Puc. [online]. 2020, vol.25, e204921. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v25e2020a4921.

Several researches point out the importance of the relationship between phonological awareness skills and learning to read in alphabetic systems. This article aims to review and present the main results of Brazilian research developed between 2008 and 2018 that investigated the relationship between phonological processing and reading learning through interventions based on phonological awareness skills in children during the literacy process. To this end, a survey was conducted at the Bank of Theses and Dissertations of the Brazilian Coordination for the Improvement of Higher Education Personnel. The data analysis was made up of stages, including only those studies that adopted intervention programs as a research tool in which the sample corresponded in some way to children with learning difficulties in reading. More and more studies have shown that learning written language is related to the development of phonological awareness skills and that phonology-based pedagogical intervention programs have shown positive results. Thus, it is inferred that low reading performance is associated with insufficient development of phonological awareness skills and that a pedagogical intervention based on the stimulation of these skills and explicit teaching of the correspondence between graphs and phonemes can minimize or overcome the learning difficulties that children have, in addition to serving as a tool for detecting early indicators of risk for dyslexia.

Keywords : Reading learning; Phonological awareness; Dyslexia; Intervention research.

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