Response to Intervention: A Phonological Awareness Program - Abstract
The purpose was to stimulate phonological awareness in the school environment and to verify the effects on reading and writing skills. It is a non- randomized (quasi-experimental), double blind case-control clinical study, 69 students from elementary education participated, enrolled in the first grade, aged 6 to 7 grades of both genders. The participants were divided into Experimental (EG=48), and Control Group (CG=21), aiming to verify the intervention effects. The EG attended 60 days (3 months) of phonological awareness activities (syllables and phonemes), following the Response to Intervention (Tier 1), 15 to 25 minutes each day. The participants were evaluated before and after the intervention through standardized tests. Results: the performance of the EG was statistically superior (p<0,05), to the CG in the phonemic awareness skills, reading, and writing levels. Approximately 80% of the students who participated reached the reading and writing alphabetical level, while only 30% of the students in the control group presented this performance.
Conclusion: The training of phonological awareness following RTI promoted advances in reading and writing skills, generating positive effects in the literacy process. Replication of the study is recommended with larger samples.