Consciência fonológica: avaliação e intervenção dos distúrbios de escrita em crianças surdas
Phonological Abilities: Writting disabilities’s evaluation and intervention in deaf children
Adriana de Souza BATISTA; Ana Elisa Lara de NORONHA-SOUZA; Mariza Ribeiro FENIMAN; Patrícia Pinheiro CRENITTE
ABSTRACT: Phonological Abilities: Writing disabilities’s evaluation and intervention in deaf children. The objectives of this study went to verify the phonological ability in deaf children and the trainning effects of the phonological abilities in the writing acquisition process. Were selected 5 children of CEDAU/USP with ages between 7 years and 6 months to 11 years and 11 months. The children's bearers of bilateral neurosensorial hearing loss with degree varying from moderate to severe. The longitudinally study beginning through initial evaluation composed by Phonological Abilibitie’s proof (Capovilla e Capovilla, 1998) and writing evaluation (Zorzi, 1994), the intervention was based on Capovilla e Capovilla’s strategies (2000), and repetition of inicial procedures evaluation. The analysis of the data confirmed alterations in the phonological abilities’s proof being noticed a better proof quality and trainning for children that have smaller hearing loss degree. Significant ortographic mistakes reduction was also observed after phonological ability trainning.
KEYWORDS: Phonological abilities, writing and reading, deafness.
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