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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Melissa Pinotti Marguti, Alexandra Beatriz Portes de Cerqueira César, Simone Aparecida Capellini
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DOI:10.17265/2159-5542/2022.07.013
São Paulo State University “Júlio de Mesquita Filho” (UNESP), Marilia, São Paulo, Brazil
Aim: to analyze the significance of RTI Tier 2 metaphonological and alphabetic principle program for Brazilian schoolchildren at risk for dyslexia. Methods: a bibliographic review was carried out in the Scielo and Pubmed databases using the descriptors “intervention studies”, “reading”, “dyslexia”, and “learning” in Portuguese and English for the elaboration of RTI Tier 2 metaphonological and alphabetic principle program for schoolchildren at risk for dyslexia. The program was designed based on the selection of strategies for metaphonological skills, knowledge of the alphabet, and grapheme-phoneme correspondence described in national and international literature. Linguistic stimuli (real words) and visual stimuli (pictures) were selected to be used in the intervention program tasks. These stimuli were selected from a word bank according to length, regularity, and frequency. The intervention program designed was composed of the following skills: letter-sound knowledge, syllable knowledge, syllabic segmentation, phonemic segmentation, syllabic addition, phonemic addition, syllabic subtraction, phonemic subtraction, syllabic substitution, phonemic substitution, syllabic combination, and phonemic combination. The program was structured with collective strategies and was applied in small groups of four to five schoolchildren aged six years and 11 months to seven years and 11 months in 50-minute sessions. Results: The results revealed that there was a change in the response pattern, showing better performance in the skills of the Early Identification of Reading Problems Protocol, demonstrating significance and positive change in post-testing situations when compared to pre-testing. Conclusion: the program developed in this study proved to be effective and, in this way, it can be used as an intervention instrument based on scientific evidence that helps in the acquisition of skills necessary for the development of reading.
dyslexia, literacy, metaphonological
skills, predictors for literacy, clinical significance
Psychology Research, July 2022, Vol. 12, No. 7, 552-561
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