Cláudia da Silva|Simone Aparecida Capellini
Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia
Universidade Federal Fluminense|Universidade Estadual Paulista (Unesp)
introduction studies students risk dyslexia increased well interest verifying whether tasks involving phonological basis favor performance students initial literacy processobjectiveevaluate performance students without risk dyslexia metalinguistic tasksmethods participants study 40 students aged 56 years enrolled 1st year elementary school divided two groups gi composed 20 students without risk dyslexia gii composed 20 students risk dyslexia groups submitted evaluation cognitive linguistic skills protocol collective individual version adapted phonological intervention composed tasks relation lettersound alphabet sequence random order rhyme identification manipulation words identification production syllables syllabic segmentation analysis identification phonemic segmentation substitution synthesis analysis phonemic discrimination results indicated students gi gii showed statistically superior performance post testing compared performance obtained pre testingconclusion students risk dyslexia showed increase mean performance intervention however compared performance students without risk dyslexia presented inferior performance indicating even underwent intervention reach mean performance students without risk dyslexia metalinguistic tests