Programa de Resposta à Intervenção: modelo de estimulação no ambiente educacional para aprimoramento de habilidades subjacentes à leitura

• Ano de defesa: 2017
• Autor(a) principal: Damasceno, Esmeralda Sandra Santos [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Reading; Learning; Competency-based education; Speech; Language and hearing sciences; Basic education; Leitura; Aprendizagem; Educação baseada em competências; Fonoaudiologia; Educação básica
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=5020763; http://repositorio.unifesp.br/handle/11600/50572

Introduction: The National Assessment of Basic Education (Sistema de Avaliação da Educação Básica – SAEB) has noted difficulties Brazilian students face concerning proper reading at the end of the second half of the Primary Education (EF). The challenge of schools is to offer proper strategies and support in order to improve learning process, and identifying potential reading disorders, which may require specific pedagogical and/or clinical support. The Response to Intervention Program (RTI) is characterized by a controlled learning stimulation in the school environment. Since the RTI approach stimulates all students with scientifically-based programs, it prevents the interference of external factors in the learning process and, through monitoring of gains, it identifies students with disabilities in an opportune and accurate way. Purpose: Elaborate and test an RTI model, in its first layer, which comprises the stimulation of underling skills regarding decoding abilities. Method: Prospective and quantitative research. Certificate of Presentation for Ethical Consideration No. 47579715.9.0000.5505, carried out in two studies: Study 1 elaborated a response to intervention program from evidences collected on scientific studies. Study 2 has sought to investigate the effectiveness of the proposed program. 124 children enrolled from the 1st to the 3rd grade of EF at a single public school in the city of São Paulo have taken part in the study. They were divided into two groups: Research Group (RG) – 62 students (30 boys) from first to third grade, who have undergone RTI intervention; and Control Group (CG) – 62 students (29 boys) from first to third grade who have not received stimulation. The students’ reading performance has been individually assessed (before and after the intervention) through a task of individual words. Results: Study 1 - The program aimed at stimulating: auditory discrimination, morphosyntactic skills, phonological access to mental lexicon, phonological awareness, letter recognition, reading fluency and vocabulary (sight words) has been developed, created to improve word recognition (ten collective stimulation sessions). Study 2 - The RG has presented greater performance differences between the assessments taking place before and after the intervention when compared to the CG for accuracy (RG: mean = 5.9, dp = 0.8; CG: mean = 3.5, dp = 0.8; p = 0.014) and score in the word reading (RG: mean = 2.6, dp = 0.4; CG: mean = 0.5, dp = 0.4; p = 0.000). By considering the effects as per school grade, in the performance difference comparison between the RG and the CG in moments 1 and 2, it was observed that the RG presented a higher increase in performance for all reading parameters (1st grade: rate – p = 0.020; accuracy – p = 0.023; total hits: p = 0.004; 2nd grade: rate – p = 0.028; accuracy – p = 0.002; total hits: p = 0.002). The underlying variables that differentiated the gain in the groups were auditory discrimination (RG: mean (dp): 2.04 (1.5), CG: 0.13 (1.5); p = 0.000) and phonological awareness (RG: mean (dp): 1.08 (1.2), CG: 0.61 (1.3); p = 0.015) for 1st grade students; and phonological awareness (RG: mean (dp): 1.72 (1.3), CG: 0.40 (1.1); p = 0.004) for 2nd grade students. Conclusion: The RTI program has improved reading fluency of students from 1st and 2nd grades of EF. Significant increases have been observed for auditory discrimination, phonological awareness and reading automaticity. Results varying due to school grade.