Azoni, Cintia Alves SalgadoLemos, Flávia Ferreira2021-08-132021-08-132021-03-31LEMOS, Flávia Ferreira. Intervenção na consciência fonológica e vocabulário expressivo em crianças de baixa renda em fase de alfabetização. 2021. 100f. Dissertação (Mestrado em Fonoaudiologia) - Centro de Ciências da Saúde, Universidade Federal do Rio Grande do Norte, Natal, 2021.https://repositorio.ufrn.br/handle/123456789/33125The reading proficiency of Brazilian students is considered insufficient and children from lower socioeconomic levels are more likely to present difficulties in the reading learning process. School-based intervention programs have brought beneficial results for reading success. Objective: To verify the effectiveness of intervention in phonological awareness and expressive vocabulary in low-income children at the beginning of literacy. Method: an interventional, longitudinal, retrospective, and documental study, carried out by collecting a database of assessments of children in the 1st year of Elementary School I in three Municipal Schools in the city of Natal/RN. The participants were 127 children of both sexes, aged between 6 and 7 years old, distributed into two groups: the intervention group (IG): 40 children who underwent an intervention program in phonological awareness and expressive vocabulary; and the control group (CG): 87 children not exposed to the program, but who were exposed to the literacy process in the school context during the same period. For the pre- and post-intervention comparative evaluations the phonological awareness, rapid automatic naming, phonological operational memory, letter identification and expressive vocabulary skills were analyzed. The interventions occurred during 15 sessions, applied by the researcher together with the classroom teacher, 3 times a week for 5 weeks, lasting 60 minutes during class time. The activities were playful and multisensorial, following a hierarchical sequence of syllabic and phonemic skills, as well as vocabulary followed by children's books selected by the research team and the school. Data were analyzed by descriptive and inferential statistics, non-parametric tests: Mann-Whitney test, for intergroup comparison, and Wilcoxon test, for intragroup comparison, with significant value of p<0.05 and intervals with 95% statistical confidence. Results: In GI there was statistically significant performance improvement after the intervention in phonological awareness (syllabic, phonemic and total), digit and letter RAN, phonological operational memory in direct and reverse order digits and letter identification. In the CG, there was improvement in all phonological processing skills and expressive vocabulary in the semantic categories clothing, food, animals, transportation, places, and toys. In the intra-group comparison and in the comparison between groups, it was possible to observe the effectiveness of the intervention program focused on these skills, in which it provided gains both for the stimulated skills and for the others of phonological processing (such as RAN, phonological working memory) and identification of letters that were not worked on in the intervention process. Conclusion: The study brings relevant data about the efficacy of an intervention program in phonological awareness and expressive vocabulary developed in a school environment and how this stimulus may positively impact the learning process of students, especially those from lower socioeconomic levels, in the teachers' academic practices, in planning and formulating public policies that may contribute to the learning process, in addition to the importance of the phonoaudiologist's insertion in the school environment.Acesso AbertoLinguagem infantilLeituraAprendizagemVocabulárioIntervenção educacional precoceClasse socialmasterThesis