Intervention Protocol for Phonological, Phonoarticulatory, and Reading Skills in Developmental Dyslexia

Neuroscience Applied to Literacy

Authors

DOI:

https://doi.org/10.15448/1984-4301.2025.1.48010

Keywords:

reading, dyslexia, phonoarticulatory awareness, intervention, literacy

Abstract

Developmental dyslexia is a specific learning disorder characterized primarily by deficits in phonological processing. This study investigated the effects of two intervention programs—one combining phonological and phonoarticulatory components, and another focused solely on phonological training—on school-aged children with dyslexia. Twenty-six children (mean age = 11.57 years; SD = 1.17), diagnosed at a pro bono reading clinic at the Instituto do Cérebro/RS, participated in the study. Participants were allocated to three groups using minimization randomization: a Control Group (GIc), an Experimental Group (GIIe; phonological and phonoarticulatory intervention), and an Active Control Group (GIIIe; phonological intervention only). Researchers conducting assessments were blinded to group allocation, and intervention administrators were unaware of the study’s aims. Pre- and post-intervention assessments included standardized and norm-referenced measures of phonological awareness (PA), phonoarticulatory awareness (PEA), and reading skills (accuracy, speed, and comprehension). Post-intervention results indicated that both experimental groups outperformed the control group across all measures, with the GIIe group showing statistically significant improvements in all domains. These findings suggest that the combined phonological and phonoarticulatory intervention was particularly effective, yielding greater gains in reading performance and related predictive skills than either the phonological-only intervention or unstructured environmental stimulation.

Downloads

Download data is not yet available.

Author Biographies

Patricia Hoffmeister de Almeida, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Rio Grande do Sul, Brazil.

Speech-Language Pathologist at the Teaprimorando Clinic (POA/RS) and the Municipality of Alvorada (RS); Professor of the Postgraduate Course in the "Little Mouths" Method at Faculdade Pólis Civitas, Multiplier of the "Little Mouths" Method. Master's degree in Neuroscience from the Faculty of Medicine and Health Sciences/PUCRS, with research conducted at INSCER. She worked as a professor in the extension course in Bilingual Education at PUCRS. She was part of the ACERTA project (CNPq) at the Brain Institute (INSCER) from 2016-2021, where she was part of the evaluation team for children at risk for learning disorders, developed a Speech-Language Pathology and Phonology Intervention Program, and researched its effectiveness in children with Developmental Dyslexia. She is a book author, co-author of the book Manual de Novas Sondagens Boquinhas (2020) and the book collection Atividades Boquinhas para Fluência Leitora – 6 volumes (2024/2025). Her areas of interest are in dyslexia intervention programs, neuroscience, education, multisensory literacy, and reading fluency.

Aline Fay de Azevedo, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Rio Grande do Sul, Brazil.

Professor in the Postgraduate Program in Letters at PUCRS, Coordinator of the undergraduate course in English Letters at PUCRS, Collaborating Researcher at the Brain Institute (INSCER), and Coordinator of the extension course in Bilingual Education. She holds a PhD in Linguistics from PUCRS, with research conducted at INSCER (Bilingualism, Dyslexia, and fMRI). She completed a postdoctoral fellowship at the Federal University of Rio Grande do Sul (UFRGS) in the area of ​​Psycholinguistics, focusing on Biliteracy and Assessment. She was part of the ACERTA and Neuroeducation project (CNPq) at the Brain Institute (INSCER) from 2013-2022, researching bilingual and monolingual dyslexics and the neural bases of dyslexia using fMRI. She is responsible for the project Literacy and EdTech: a study on the impact of GraphoGame on Literacy. She coordinates the NeuroEdTech Lab research group at CNPq and is an associate researcher at the CpE in Science for Education, a UNESCO chair. Her areas of interest are the neural basis of dyslexia in bilinguals and monolinguals and fMRI, neurobiology of reading, neuroscience and education, teaching English as an additional language, and Education 3.0/4.0.

Renata Savastano Ribeiro Jardini, University of Campinas (Unicamp), Campinas, São Paulo, Brazil.

Professor and creator of the Boquinhas Literacy Graduate Program at Polis-Civitas. PhD and Master's in Health Sciences from UNICAMP/Campinas. Postgraduate degree in Psychopedagogy from UNICEP/São Carlos. Speech therapist from UNIFESP/São Paulo. She is the creator and developer of devices for orofacial musculature. She is the developer and intellectual owner of the Boquinhas Method, an evidence-based multisensory phonovisual-articulatory literacy educational technology for asymptomatic and inclusive children, adolescents, and adults. Responsible for the conception of all Boquinhas courses and the training of its multipliers in Brazil, Portugal, and Mozambique. Author of books and games about Boquinhas, adopted as a literacy methodology in many Brazilian municipalities, contributing to obtaining the National Seal of Commitment to Literacy from the MEC (Ministry of Education). Independent researcher with publications in renowned scientific journals on literacy, dyslexia, reading and writing disorders, and orofacial musculature.

Augusto Buchweitz, University of Connecticut (UCONN), Connecticut, United States.

Associate Professor of Psychology, University of Connecticut, USA. Affiliated researcher at Haskins Laboratories/Yale Child Study Center and the Haskins Global Literacy Hub (haskinsglobal.org/). He worked as a researcher at the Brain Institute of Rio Grande do Sul (2012-2022) and as an advisor to the Basic Education Chamber, National Education Council (CNE, 2020-2022). His research interests involve the neuroscientific and cognitive investigation of reading and literacy learning, developmental dyslexia, and the effects of the environment on cognitive development. He has also worked on the development of technologies for education, having been the scientist responsible for the development of the GraphoGame Brasil literacy app and one of the scientists responsible for the current development of an app for reading fluency assessment, in conjunction with the Inter-American Development Bank (IDB). For an updated list of publications, see Google Scholar: https://bit.ly/3G0ICTT.

References

ADAMS, Marilyn J.; FOORMAN, Bárbara R.; LUNDBERG, Ingvar; BEELER, Terri. Consciência fonológica em crianças pequenas. Porto Alegre: Artmed, 2012.

ALTARELLI, Irene; LEROY, François; MONZALVO, Karla; FLUSS, Joel; BILLARD, Catherine; DEHAENE-LAMBERTZ, Ghislaine; GALABURDA, Albert M.; RAMUS, Franck. Planum temporale asymmetry in developmental dyslexia: Revisiting an old question. Human Brain Mapping, [s. l.], v. 35, n. 12, p. 5717–5735, jul. 2014. DOI: https://doi.org/10.1002/hbm.22579. DOI: https://doi.org/10.1002/hbm.22579

ALVES, Ubiratã Kickhöfel. Consciência fonológica de línguas adicionais: Um construto e dois saberes complementares. Signo, Santa Cruz do Sul, v. 49, n. 96, p. 41-54, jul. 2024. DOI: https://doi.org/10.17058/signo.v49i95.19277. DOI: https://doi.org/10.17058/signo.v49i95.19277

AZEVEDO, Aline F.; ESPER, Natalia B.; PORTUGUEZ, Mirna; SILVA, Asafe; BUCHWEITZ, Augusto. Dyslexia and the perks of being bilingual: a study on the neurobiology of reading with fMRI. Ilha do Desterro, Porto Alegre, v. 76, n. 3, p. 279-300, set./dez. 2023. DOI: https://doi.org/10.5007/2175-8026.2023.e94524. DOI: https://doi.org/10.5007/2175-8026.2023.e94524

AZEVEDO, Aline Fay; BUCHWEITZ, Augusto. Graphogame e a Neurobiologia da Leitura. In: ALVES, Ubiratã Kickhöfel; MASSINI-CAGLIARI, Gladis. Fonologia e ensino: descobertas e interfaces. Campinas: Editora da Abralin, 2024. Disponível em: https://editora.abralin.org/publicacoes/fonologia-e-ensino/. Acesso em: 27 out. 2025.

BERNINGER, Virginia W.; ABBOTT, Robert D.; VERMEULEN, Karin; FULTON, Cynthia M. Paths to Reading Comprehension in At-Risk Second-Grade Readers. Journal of Learning Disabilities, Austin, v. 39, n. 4, p. 334-351, jul./ago. 2006. DOI: http://doi.org/10.1177/00222194060390040701. DOI: https://doi.org/10.1177/00222194060390040701

BRIZOLA, Marines Boncoski. Application of Phonovision Articulatory Method in Enrolled Students of Public Schools at South of Brazil in Young and Adult Education. Educação Criativa, Porto Alegre, v. 7, n. 7, p. 1084–1092, mar./maio 2016. DOI: https://doi.org/10.4236/ce.2016.77113. DOI: https://doi.org/10.4236/ce.2016.77113

BUCHWEITZ, Augusto et al. Brain activation for reading and listening comprehension: an fMRI study of modality effects and individual differences in language comprehension. Psychology & Neuroscience, [s. l.], v. 2, n. 2, p. 111–123, 2009. DOI: https://doi.org/10.3922/j.psns.2009.2.003. DOI: https://doi.org/10.3922/j.psns.2009.2.003

BUCHWEITZ, Augusto; COSTA, Adriana C.; TOAZZA, Rudineia; DE MORAES, Ana B.; CARA, Valentina M.; ESPER, Nathália B.; AGUZZOLI, Cristiano; GREGOLIM, Bruna; DRESCH, Luiz F.; SOLDATELLI, Matheus D.; DA COSTA, Jaderson C.; PORTUGUEZ, Mirna W.; FRANCO, Alexandre R. Decoupling of the Occipitotemporal Cortex and the Brain’s Default-Mode Network in Dyslexia and a Role for the Cingulate Cortex in Good Readers: A Brain Imaging Study of Brazilian Children. Neuropsicologia do Desenvolvimento, Porto Alegre, v. 44, n. 1, p. 146–157, 2019. DOI: https://doi.org/10.1080/87565641.2017.1292516. DOI: https://doi.org/10.1080/87565641.2017.1292516

CALLOU, Dinah; LEITE, Yonne. Iniciação à Fonética e à Fonologia. Rio de Janeiro: Jorge Zahar, 1990.

CAPELLINI, Simone Aparecida. Eficácia do programa de remediação fonológica em escolares com distúrbio específico de leitura e distúrbio de aprendizagem. 2001. 295. Tese (Doutorado em Ciências Médicas) – Faculdade de Ciências Médicas, Universidade Estadual de Campinas, Campinas, 2001. DOI: https://doi.org/10.47749/T/UNICAMP.2001.209310. DOI: https://doi.org/10.47749/T/UNICAMP.2001.209310

CAPELLINI, Simone Aparecida; SAMPAIO, Maria N.; KAWATA, Kelsy H..; PADULA, Niura A.; DOS SANTOS, Lara C.; LORENCETTI, Maria D.; SMYTHE, Ian. Eficácia terapêutica do programa de remediação fonológica em escolares com dislexia do desenvolvimento. Revista CEFAC, São Paulo, v. 12, n. 1, p. 27–39, jan./fev. 2010. DOI: https://doi.org/10.1590/S1516-18462009005000060. DOI: https://doi.org/10.1590/S1516-18462009005000060

CAPOVILLA, Alessandra G.; CAPOVILLA, Fernando C. Efeitos do treino de consciência fonológica em crianças com baixo nível sócio-econômico. Psicologia: Reflexão e Crítica, São Paulo, v. 13, n. 1, p. 07–24, jul. 2000. DOI: https://doi.org/10.1590/s0102-79722000000100003. DOI: https://doi.org/10.1590/S0102-79722000000100003

CAPOVILLA, Alessandra G.; GUTSCHOW, Cláudia. R.; CAPOVILLA, Fernando C. Habilidades cognitivas que predizem competência de leitura e escrita. Psicologia: Teoria e Prática, [s. l.], v. 6, n. 2, p. 13-26, 2004.

COSTA, Adriana Corrêa et al. Ambulatório de Aprendizagem do Projeto ACERTA (Avaliação de Crianças Em Risco de Transtorno de Aprendizagem): métodos e resultados em dois anos. In: SALLES, Jerusa Fumagalli de; HAASE, Vitor Geraldi; MALLOY-DINIZ, Leandro F. (org.). Neuropsicologia do desenvolvimento: infância e adolescência. Porto Alegre: Artmed, 2015.

CROTTAZ-HERBETTE, Sonia; ANAGNOSON, Robert T.; MENON, Vineeth. Modality effects in verbal working memory: differential prefrontal and parietal responses to auditory and visual stimuli. NeuroImage, [s. l.], v. 21, n. 1, p. 340-351, jan. 2004. DOI: https://doi.org/10.1016/j.neuroimage.2003.09.019. DOI: https://doi.org/10.1016/j.neuroimage.2003.09.019

DEHAENE, Stanislas. Os neurônios da leitura: como a ciência explica a nossa capacidade de ler. Porto Alegre: Penso, 2012.

EHRI, Linnea C. Development of the ability to read words. In: BARR, Rebecca; KAMIL, Michael L.; MOSENTHAL, Peter B.; PEARSON, P. David (ed.). Handbook of Reading Research. New Jersey: Lawrence Erlbaum Associates, 1991.

EHRI, Linnea C.; NUNES, Simone R.; WILLOWS, Dale M.; SCHUSTER, Barbara Valeska; YAGHOUB-ZADEH, Zohreh; SHANAHAN, Timothy. Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta-Analysis. Reading Research Quarterly, [s. l.], v. 36, n. 3, p. 250–287, 2001. DOI: https://doi.org/10.1598/rrq.36.3.2. DOI: https://doi.org/10.1598/RRQ.36.3.2

FÄLTH, Linda; GUSTAFSON, Stefan; SVENSSON, Idor. Phonological awareness training with articulation promotes early reading development. Education, [s. l.], v. 137, n. 3, p. 261–276, 2017.

FERRAZ, Érika. Efeitos de um programa de remediação fonológica em escolares com dislexia do desenvolvimento: monitoramento da evolução terapêutica com o uso do P300. 2013. 136. Dissertação (Mestrado em Ciências) – Faculdade de Odontologia, Universidade de São Paulo, Bauru, 2013. DOI: https://doi.org/10.11606/D.25.2013.tde-05062013-104036. DOI: https://doi.org/10.11606/D.25.2013.tde-05062013-104036

FERRAZ, Érika; GONÇALVES, Thais dos Santos; FREIRE, Thais; MATTAR, Tais de Lima Ferreira; LAMÔNICA, Dionísia Aparecida Cusin; MAXIMINO, Luciana Paula; CRENITTE, Patrícia Abreu Pinheiro. Effects of a phonological reading and writing remediation program in students with dyslexia: Intervention for specific learning disabilities. Folia Phoniatrica et Logopaedica, [s. l.], v. 70, n. 2, p. 59–73, ago. 2018. DOI: https://doi.org/10.1159/000489091. DOI: https://doi.org/10.1159/000489091

FOSSALUZA, Victor; DINIZ, Juliana Belo; PEREIRA, Basílio de Bragança; MIGUEL, Eurípedes Constantino; PEREIRA, Carlos Alberto de Bragança. Sequential Allocation to Balance Prognostic Factors in a Psychiatric Clinical Trial. Clinics, São Paulo, v. 64, n. 6, p. 511–518, jun. 2009. DOI: https://doi.org/10.1590/S1807-59322009000600005. DOI: https://doi.org/10.1590/S1807-59322009000600005

FREEBODY, Peter; BYRNE, Brian. Word-Reading Strategies in Elementary School Children: Relations to Comprehension, Reading Time, and Phonemic Awareness. Reading Research Quarterly, [s. l.], v. 23, n. 4, p. 441–453, 1988. DOI: http://doi.org/10.2307/747642. DOI: https://doi.org/10.2307/747642

FREITAS, Gabriela Castro Menezes. Sobre a consciência fonológica. In: LAMPRECHT, Regina Ritter. Aquisição fonológica do português: perfil de desenvolvimento e subsídios para terapia. Porto Alegre: Artmed, 2004.

FRIEDERICI, Angela D. The cortical language circuit: from auditory perception to sentence comprehension. Trends in Cognitive Sciences, [s. l.], v. 16, n. 5, p. 262–268, maio 2012. DOI: https://doi.org/10.1016/j.tics.2012.04.001. DOI: https://doi.org/10.1016/j.tics.2012.04.001

FUKUDA, Maryse Tomoko Matsuzawa; CAPELLINI, Simone Aparecida. Programa de intervenção fonológica associado à correspondência grafema-fonema em escolares de risco para dislexia. Psicologia: Reflexão e Crítica, Porto Alegre, v. 25, n. 4, p. 783–790, 2012. DOI: https://doi.org/10.1590/S0102-79722012000400018. DOI: https://doi.org/10.1590/S0102-79722012000400018

GADELHA, Tayna Andrade; MELO, Monilly Ramos Araujo; SANTOS, Ingrid Michélle de Souza; MOREIRA, Jessica Daniele Silva. Habilidades metalinguísticas e funções executivas em crianças com dificuldades de aprendizagem: uma metanálise. Revista Psicopedagogia, [s. l.], v. 35, n. 108, p. 318–328, dez. 2018.

GALUSCHKA, Katharina; ISE, Elena; KRICK, Kathrin; SCHULTE-KORNE, Gerd. Effectiveness of Treatment Approaches for Children and Adolescents with Reading Disabilities: A Meta-Analysis of Randomized Controlled Trials. PLoS ONE, [s. l.], v. 9, n. 8, p. e105843, ago. 2014. DOI: https://doi.org/10.1371/journal.pone.0105843. DOI: https://doi.org/10.1371/journal.pone.0089900

GERMANO, Giseli Donadon; CAPELLINI, Simone Aparecida. Eficácia do programa de remediação auditivo-visual computadorizado em escolares com dislexia. Pró-Fono Revista de Atualização Científica, Barueri, v. 20, n. 4, p. 237–242, dez. 2008. DOI: https://doi.org/10.1590/S0104-56872008000400006. DOI: https://doi.org/10.1590/S0104-56872008000400006

GIANGIACOMO, Micheli Cristina Paludeto Belaz; NAVAS, Ana Luiza Gomes Pinto. A influência da memória operacional nas habilidades de compreensão de leitura em escolares de 4a série. Revista da Sociedade Brasileira de Fonoaudiologia, [s. l.], v. 13, n. 1, p. 69–74, mar. 2008. DOI: https://doi.org/10.1590/S1516-80342008000100012. DOI: https://doi.org/10.1590/S1516-80342008000100012

GILLON, Gail T. Follow-up study investigating the benefits of phonological awareness intervention for children with spoken language impairment. International Journal of Language & Communication Disorders, [s. l.], v. 37, n. 4, p. 381-400, 2002. DOI: http://doi.org/10.1080/1368282021000007776. DOI: https://doi.org/10.1080/1368282021000007776

HEILMAN, Kenneth M.; VOELLER, Kytja; ALEXANDER, Ann W. Developmental dyslexia: a motor- articulatory feedback hypothesis. Annals of Neurology, [s. l.], v. 39, n. 3, p. 407–412, mar. 1996. DOI: https://doi.org/10.1002/ana.410390323. DOI: https://doi.org/10.1002/ana.410390323

HEINEMANN, Isabella Lencastre; SALGADO-AZONI, Cíntia Alves. Intervenção psicopedagógica com enfoque fonovisuoarticulatório em crianças de risco para dislexia. Revista Psicopedagogia, [s. l.], v. 29, n. 88, p. 25–37, jan. 2012.

HJETLAND, Hanne Nilsen et al. Caminhos para a compreensão leitora: um estudo longitudinal de 4 a 9 anos de idade. Revista de Psicologia Educacional, [s. l.], v. 111, n. 5, p. 751–763, 2019. DOI: http://doi.org/10.1037/edu0000321. DOI: https://doi.org/10.1037/edu0000321

HORTA, Ines Vasconcelos; MARTINS, Margarida Alves. Invented spelling programmes and the access to the alphabetic principle in kindergarten. L1 Educational Studies in Language and Literature, Dordrecht, v. 11, n. 1, p. 1–23, 2011. DOI: https://doi.org/10.17239/L1ESLL-2011.01.01. DOI: https://doi.org/10.17239/L1ESLL-2011.01.01

JARDINI, Renata Savastano Ribeiro. Aplicativo Puxa-Bocas. São Paulo, 2014. Aplicativo para celular.

JARDINI, Renata Savastano Ribeiro. Fonema ou gesto articulatório: quem, de fato, alfabetiza? Revista Ibero-Americana de Estudos Em Educação, [s. l.], v. 13, n. 2, p. 839–854, 2018. DOI: https://doi.org/10.21723/riaee.v13.n2.2018.9496. DOI: https://doi.org/10.21723/riaee.v13.n2.2018.9496

JARDINI, Renata Savastano Ribeiro. Mapa de Ideias: os caminhos da produção textual. Bauru: Boquinhas, 2016.

JARDINI, Renata Savastano Ribeiro. Remata de Boquinhas. São Paulo, 2011. Jogo.

JARDINI, Renata Savastano Ribeiro; SOUZA, Patrícia Tavares de. Alfabetização e reabilitação de distúrbios de leitura/escrita através de método fonético-visual-articulatório. Pró-Fono Revista de Atualização Científica, Barueri, v. 18, n. 1, p. 69–78, 2006. DOI: https://doi.org/10.1590/S0104-56872006000100009. DOI: https://doi.org/10.1590/S0104-56872006000100009

KUHL, Ulrike; NEEF, Nancy Eleonora; KRAFT, Inga; SCHAADT, Gesine; DÖRR, Lara; BRAUER, Jens; SKEIDE, Michael Andreas. O surgimento da dislexia no cérebro em desenvolvimento. NeuroImage, [s. l.], 2020. DOI: https://doi.org/10.1016/j.neuroimage.2020.116633. DOI: https://doi.org/10.1016/j.neuroimage.2020.116633

LAAN, Allison Ruth Van Der. Os efeitos do Lindamood Phoneme Sequencing Program na fluência de leitura e compreensão de primeiros graus. 2006. Tese (Doutorado em Educação) – Universidade Oriental de Michigan, Ypsilanti, 2006. Disponível em: https://commons.emich.edu/cgi/viewcontent.cgi?article=1093&context=theses. Acesso em: 27 out. 2025.

LAMPRECHT, Regina Regina; BONILHA, Giovana Fiorentini Goulart; FREITAS, Geovana Cardoso Machado; MATZENAUER, Claudia Luciane Backes; MEZZOMO, Claudia Lopes; OLIVEIRA, Cláudia Cristine de; RIBAS, Lilian Pereira. Aquisição fonológica do português: perfil de desenvolvimento e subsídios para terapia. Porto Alegre: Artmed, 2004.

LEAL, Priscila Ribeiro; MECCA, Tatiana Pereira; SILVA, Paula Barbosa; OLIVEIRA, Débora Gomes de; MACEDO, Elizeu Coutinho. Intervenção multissensorial e fônica nas dificuldades de leitura e escrita: um estudo de caso. Revista Psicopedagogia, [s. l.], v. 34, n. 105, p. 342–353, 2017.

LIBERMAN, Alvin M. The reading researcher and the reading teacher need the right theory of speech. Scientific Studies of Reading, [s. l.], v. 3, n. 2, p. 95–111, mar./abr. 1999. DOI: https://doi.org/10.1207/s1532799xssr0302_1

LIBERMAN, Alvin M.; MATTINGLY, Ignatius G. The motor theory of speech perception revised. Cognition, [s. l.], v. 21, n. 1, p. 1–36, jan./mar. 1985. DOI: https://doi.org/10.1016/0010-0277(85)90021-6. DOI: https://doi.org/10.1016/0010-0277(85)90021-6

LINDAMOOD, Patricia C.; LINDAMOOD, Phyllis D. Lindamood Phoneme Sequencing® Program for Reading, Spelling, and Speech (LiPS®), [s. l.], 1998. Disponível em: https://lindamoodbell.com/program/lindamood-phoneme-sequencing-program. Acesso em: 27 out. 2025.

LUMERTZ, Fábia Daniela Schneider. Intervenções escolares para alunos com dislexia: revisão integrativa. Revista Eletrônica Acervo Saúde, Campinas, n. 45, p. e2374, abr. 2020. DOI: https://doi.org/10.25248/reas.e2374.2020. DOI: https://doi.org/10.25248/reas.e2374.2020

MACHADO, Andréa Carla; CAPELLINI, Simone Aparecida. Tutoria em leitura e escrita baseado no modelo de RTI – resposta à intervenção em crianças com dislexia do desenvolvimento. Revista CEFAC, São Paulo, v. 16, n. 4, p. 1161-1167, jul./ago. 2014. DOI: http://dx.doi.org/10.1590/1982-0216201415412. DOI: https://doi.org/10.1590/1982-0216201415412

MAYEDA, Gilmara Bertechine Gonzalez; NAVATTA, Anna Carolina Rufino; MIOTTO, Eliane Correa. Intervenção fonológica em escolares de risco para dislexia: revisão de literatura. Revista Psicopedagogia, São Paulo, v. 35, n. 107, p. 231–241, ago. 2018. Disponível em: http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S010384862018000200010&lng=pt&nrm=iso. Acesso em: 27 out. 2025.

MCINTYRE, Laureen; PROTZ, Susan; McQUARRIE, Lynn. Exploring the potential of LiPS instruction for beginning readers. Developmental Disabilities Bulletin, [s. l.], v. 36, n. 1-2, p. 18–48, 2008.

MOOJEN, Sônia; LAMPRECHT, Regina; SANTOS, Rosângela Marostega; FREITAS, Gabriela Menezes de; BRODACZ, Raquel; SIQUEIRA, Maity; GUARDA, Elizabet; COSTA, Adriana Corrêa. CONFIAS: Consciência fonológica instrumento de avaliação sequencial. 4. ed. São Paulo: Casa do Psicólogo, 2015.

MORAIS, José. Alfabetizar para a democracia. Porto Alegre: Penso, 2014.

MORAIS, José. Levels of phonological representation in skilled reading and in learning to read. Reading and Writing, [s. l.], v. 16, p. 123–151, fev. 2003. DOI: https://doi.org/10.1023/A:1021702307703. DOI: https://doi.org/10.1023/A:1021702307703

MOUSINHO, Renata; MESQUITA, Fernanda; LEAL, Josi; PINHEIRO, Lia. Compreensão, velocidade, fluência e precisão de leitura no segundo ano do ensino fundamental. Revista Psicopedagogia, São Paulo, v. 26, n. 79, p. 48–54, 2009. Disponível em: http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S010384862009000100007&lng=pt&nrm=iso. Acesso em: 27 out. 2025.

OJANEN, Ville et al. Processing of audiovisual speech in Broca's area. NeuroImage, Amsterdam, v. 25, n. 2, p. 333–338, jan. 2005. DOI: https://doi.org/10.1016/j.neuroimage.2004.12.001. DOI: https://doi.org/10.1016/j.neuroimage.2004.12.001

OLIVEIRA, Adriana Marques de; CAPELLINI, Simone Aparecida. E-LEITURA II: banco de palavras para leitura de escolares do Ensino Fundamental II, CoDAS, São Paulo, v. 28, n. 6, p. 778–817, nov. 2016. DOI: https://doi.org/10.1590/2317-1782/20162016049. DOI: https://doi.org/10.1590/2317-1782/20162016049

PAULESU, Eraldo et al. Dyslexia: cultural diversity and biological unity. Science, Washington, v. 291, n. 5511, p. 2165–2167, mar. 2001. DOI: https://doi.org/10.1126/science.1057179. DOI: https://doi.org/10.1126/science.1057179

RAMUS, Franck; ALTARELLI, Irene; JEDNORÓG, Katarzyna; ZHAO, Jingjing; SCOTTO DI COVELLA, Lou. Neuroanatomy of developmental dyslexia: pitfalls and promise. Neuroscience & Biobehavioral Reviews, Kidlington, v. 84, p. 434–452, jan. 2018. DOI: https://doi.org/10.1016/j.neubiorev.2017.08.001. DOI: https://doi.org/10.1016/j.neubiorev.2017.08.001

RING, Jeremiah J.; AVRIT, Karen J.; BLACK, Jeffrey L. Take Flight: the evolution of an Orton Gillingham-based curriculum. Annals of Dyslexia, Nova Iorque, v. 67, n. 3, p. 383–400, nov. 2017. DOI: https://doi.org/10.1007/s11881-017-0151-9. DOI: https://doi.org/10.1007/s11881-017-0151-9

RUECKL, Jay G. et al. Universal brain signature of proficient reading: evidence from four contrasting languages. Proceedings of the National Academy of Sciences of the United States of America, [s. l.], v. 112, n. 50, p. 15510–15515, dez. 2015. DOI: https://doi.org/10.1073/pnas.1509321112. DOI: https://doi.org/10.1073/pnas.1509321112

SALGADO, Cíntia Alves; CAPELLINI, Simone Aparecida. Programa de remediação fonológica em escolares com dislexia do desenvolvimento. Pró-Fono Revista de Atualização Científica, Barueri, v. 20, n. 1, p. 31–36, jan. 2008. DOI: https://doi.org/10.1590/S0104-56872008000100006. DOI: https://doi.org/10.1590/S0104-56872008000100006

SALLES, Jerusa Fumagalli de; PARENTE, Maria Alice de Mattos Pimenta. Processos cognitivos na leitura de palavras em crianças: relações com compreensão e tempo de leitura. Psicologia: Reflexão e Crítica, Porto Alegre, v. 15, n. 2, p. 321–331, mar. 2002. DOI: https://doi.org/10.1590/S0102-79722002000200010. DOI: https://doi.org/10.1590/S0102-79722002000200010

SANTOS, Rosângela Marostega. Sobre consciência fonoarticulatória. In: LAMPRECHT, Regina Ritter. Consciência dos sons da língua: subsídios teóricos e práticos para alfabetizadores, fonoaudiólogos e professores de língua inglesa. Porto Alegre: EdiPUCRS, 2009.

SANTOS, Rosangela Marostega; VIEIRA, Maria José Blaskovski; VIDOR-SOUZA, Débora. CONFIART – Instrumento de avaliação da consciência fonoarticulatória. Rio de Janeiro: Book Toy, 2014.

SARAIVA, Rosália Alvim; MOOJEN, Sônia Maria Pallaoro; MUNARSKI, Roberta. Avaliação da compreensão leitora de textos expositivos: para fonoaudiólogos e psicopedagogos. São Paulo: Casa do Psicólogo, 2015.

SCARBOROUGH, Hollis S. Early identification of children at risk for reading disabilities: phonological awareness and some other promising predictors. In: SHAPIRO, Bruce K.; ACCARDO, Pasquale J.; CAPUTE, Arnold J. Specific Reading Disability: A View of the Spectrum. Timonium, Maryland: York Press, 1998.

SCLIAR-CABRAL, Leonor. Princípios do sistema alfabético do português do Brasil. São Paulo: Contexto, 2003.

SCLIAR-CABRAL, Leonor. Textos essenciais e fundamentos do Sistema Scliar de Alfabetização. ReVEL, [s. l.], v. 16, n. 15, p. 250–273, nov. 2018.

SEIDENBERG, Mark. Language at the speed of sight. New York: Basic Books, 2018.

SHAYWITZ, Sally E. Vencer a dislexia. Porto: Porto Editora, 2008.

SHAYWITZ, Sally E.; SHAYWITZ, Bennett A. Reading disability and the brain. Educational Leadership, [s. l.], v. 61, n. 6, p. 6–11, mar. 2004.

SHAYWITZ, Sally; SHAYWITZ, Bennett A. Overcoming dyslexia. 2. ed. New York: Alfred A. Knopf, 2020.

SILVA, Cláudia da. Programa de intervenção fonológica com escolares de risco para a dislexia: elaboração e intervenção. 2013. 222. Tese (Doutorado em Educação) – Faculdade de Filosofia e Ciências de Marília, Universidade Estadual Paulista Júlio de Mesquita Filho, Marília, 2013.

SILVA, Cláudia da; CAPELLINI, Simone Aparecida. Eficácia de um programa de intervenção fonológica em escolares de risco para a dislexia. Revista CEFAC, São Paulo, v. 17, n. 6, p. 1827–1837, nov./dez. 2015. DOI: https://doi.org/10.1590/1982-021620151760215. DOI: https://doi.org/10.1590/1982-021620151760215

SILVA, Cláudia da; NEVES, Isadora Morgado Pinheiro. Benefícios de um programa de intervenção fonológica intensiva: estudo preliminar. Revista Vértices, Rio de Janeiro, v. 21, n. 1, p. 83–96, jan./abr. 2019. DOI: https://doi.org/10.19180/1809-2667.v21n12019p83-96. DOI: https://doi.org/10.19180/1809-2667.v21n12019p83-96

SILVA, Cláudia; CAPELLINI, Simone. Programa de remediação fonológica: proposta de intervenção fonoaudiológica para dislexia e transtornos de aprendizagem. São José dos Campos: Pulso, 2011.

SNOWLING, Margaret; HULME, Charles. A Ciência da Leitura. Porto Alegre: Penso, 2013.

STANOVICH, Keith E.; Matthew Effects in reading: some consequences of individual differences in the acquisition of literacy. Journal of Education, Rochester, v. 189, n. 1–2, p. 23–55, jan. 2009. DOI: https://doi.org/10.1177/0022057409189001-204. DOI: https://doi.org/10.1177/0022057409189001-204

STEIN, Lilian Milnitsky; GIACOMONI, Claudia Hofheinz; FONSECA, Rochele Paz. TDE II- Teste de Desempenho Escolar. São Paulo: Casa do Psicólogo. 2019.

TORGESEN, Joseph K. et al. Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: outcomes from two instructional approaches. Annals of Dyslexia, [s. l.], v. 60, n. 1, p. 40–56, jan. 2010. DOI: https://doi.org/10.1007/s11881-009-0032-y. DOI: https://doi.org/10.1007/s11881-009-0032-y

VIANA, Denise; GUARESI, Ronei. Avaliação de software educativo para crianças com atraso no desempenho inicial da leitura e da escrita. Revista Humanidades e Inovação, Palmas, v. 7, n. 1, p. 268–283, 2020. Disponível em: https://revista.unitins.br/index.php/humanidadeseinovacao/article/view/2068. Acesso em: 27 out. 2025.

VIEIRA, Maria José Blaskovski; SANTOS, Rosângela Marostega dos. Consciência fonológica e fonoarticulatória na aquisição da leitura e da escrita. Nonada: Letras em Revista, Porto Alegre, v. 1, n. 14, p. 99–114, maio–set. 2010. Disponível em: http://www.redalyc.org/articulo.oa?id=512451676008. Acesso em: 27 out. 2025.

ZACHARIAS-CAROLINO, Aline Gasparini. Intervenção fonoarticulatória em um grupo de estudantes com dificuldades na leitura e escrita. 2019. 202. Dissertação (Mestrado em Educação) – Universidade Estadual Paulista, Rio Claro, 2019. Disponível em: https://repositorio.unesp.br/handle/11449/183240. Acesso em: 27 out. 2025.

Downloads

Published

2025-12-19

How to Cite

Hoffmeister de Almeida, P., Fay de Azevedo, A., Savastano Ribeiro Jardini, R., & Buchweitz, A. (2025). Intervention Protocol for Phonological, Phonoarticulatory, and Reading Skills in Developmental Dyslexia: Neuroscience Applied to Literacy. Letrônica, 18(1), e48010. https://doi.org/10.15448/1984-4301.2025.1.48010

Issue

Vol. 18 No. 1 (2025): Single Volume - Continuous flow

Section

THE DEVELOPMENT OF (A)TYPICAL READING AND WRITING IN MONOLINGUISTIC AND BILINGUAL PEOPLE IN THE LIGHT OF PSYCHOLINGUISTICS

License

Copyright (c) 2025 Patricia Hoffmeister de Almeida, Aline Fay de Azevedo, Renata Savastano Ribeiro Jardini, Augusto Buchweitz

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.