Phonological awareness training and reading gains in a child with Williams Syndrome: a case report
| Autor: | Alessandra Gotuzo Seabra, Solange de Freitas Branco Lima, Tally L. Talfa, Luiz Renato Rodrigues Carreiro, Daniela Soares Gonzales Faria, Maria Cristina Triguero Veloz Teixeira |
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| Jazyk: | angličtina |
| Předmět: |
Williams Syndrome
media_common.quotation_subject education Literacy Developmental psychology 03 medical and health sciences 0302 clinical medicine lcsh:P1-1091 Phonological awareness Reading (process) medicine 0501 psychology and cognitive sciences Child Competence (human resources) General Environmental Science media_common Schools Grammar Rhyme 05 social sciences Phonological Awareness General Medicine medicine.disease lcsh:Otorhinolaryngology lcsh:RF1-547 Test (assessment) lcsh:Philology. Linguistics General Earth and Planetary Sciences Williams syndrome Psychology 030217 neurology & neurosurgery 050104 developmental & child psychology |
| Zdroj: | Revista CEFAC, Vol 20, Iss 6, Pp 815-823 |
| ISSN: | 1982-0216 |
| Popis: | Williams syndrome is a neurodevelopmental disorder with different manifestations caused by a heterozygous segmental deletion of 1.55-1.83Mb at chromosomal band 7q11.23. The Williams syndrome phenotype is characterized by intellectual deficiency and expressive learning deficits, with impairments in phonological awareness skills. The aim of the study was to verify the effects of an intervention in phonological awareness and grammar teaching, for the acquisition of reading skills and literacy indicators in a child with Williams Syndrome. A case of a 6-year old girl, enrolled in the first year of Elementary School, was reported. The Phonological Awareness Test by Oral Production, the Words and Pseudo-words Reading Competence Test, the Provinha Brasil (reading test), and a Phonological Awareness Literacy Software, were used for phonological awareness and grammar teaching intervention. The study was developed in four phases: pre-intervention assessment, intervention, post-intervention assessment and follow-up, after six months. The results showed progress in phonological awareness skills, mainly in tasks of rhyme, alliteration and syllabic synthesis, as well as reading indicators that were compatible with the school year, following the intervention. |
| Databáze: | OpenAIRE |
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