Title:	Programa de intervenção fonológica para o ensino remoto/híbrido (PRIF-RH) : elaboração e validação
Authors:	Castro, Greicyane Marcos de
metadata.dc.contributor.email:	greicyannecastro@hotmail.com
Orientador(es)::	Celeste, Letícia Correa
Assunto::	Fonoaudiologia Intervenção educacional precoce Escolas Covid-19 Professores - percepção
Issue Date:	1-Sep-2022
Data de defesa::	30-Jun-2022
Citation:	CASTRO, Greicyane Marcos de. Programa de intervenção fonológica para o ensino remoto/híbrido (PRIF-RH): elaboração e validação. 2022. 254 f., il. Dissertação (Mestrado em Ciências da Reabilitação) — Universidade de Brasília, Brasília, 2022.
Abstract:	With the closure of schools due to the pandemic of COVID-19, changes in the educational format had to occur. Thus, the implementation of the Response to Intervention Model (RTI) became more challenging, with the need to change the format used from face-to-face to remote. This is a quasi-experimental study. This dissertation was divided into two studies. The first study aimed to design a program for the first layer of the Intervention Response Model based on phonological awareness and grapheme-phoneme correspondence for remote/hybrid teaching, as well as to validate the program with a committee of experts and verify the perception of the teachers involved in the practical application of the program. A total of 182 children (96 in 1st grade and 86 in 2nd grade) and 11 regular classroom teachers (six from 1st grade and five from 2nd grade) participated in the study. The creation of the program was based on the 1st layer of RTI with a duration of 8 weeks for the 1st grade and 12 weeks for the 2nd grade. The program was composed of activities that were conducted by the teachers themselves, carried out in synchronous/asynchronous meetings and tutorials conducted by a speech therapist. The perception of the teachers was collected through a single questionnaire at the end of the program, and a better perception of the program was observed among the 1st grade teachers. The program received suggestions from the experts and was evaluated with a score of 1.00 in the content validation index, being acceptable among the judges. The second study aimed at verifying the evolution of 1st and 2nd grade elementary school children after applying the Phonological Intervention Program for Remote/Hybrid Learning (PRIF-RH) focused on the 1st layer of the Response to Intervention Model during the COVID-19 pandemic period. The results showed statistically significant improvement (p<0.05) in all tests, with the exception of rhyme production for 1st grade and alphabet knowledge for 2nd grade. We also tried to verify the magnitude of this improvement, performing the effect size, and as a result we obtained that most of the tasks evaluated showed large or moderate effect after the intervention program in 1st and 2nd grade students. In addition, we observed good performance in metaphonological skills, reading, phonological operational memory, and auditory sentence comprehension, decreasing the risk for reading problems, indicating that PRIF-RH may also contribute to better identification of learning problems, becoming an important tool for remote/hybrid teaching.
metadata.dc.description.unidade:	Faculdade de Ciências e Tecnologias em Saúde (FCTS) – Campus UnB Ceilândia
Description:	Dissertação (mestrado) — Universidade de Brasília, Programa de Pós-Graduação em Ciências da Reabilitação, 2022.
metadata.dc.description.ppg:	Programa de Pós-Graduação em Ciências da Reabilitação
Agência financiadora:	Fundação de Apoio à Pesquisa do Distrito Federal (FAP/DF).
Appears in Collections:	Teses, dissertações e produtos pós-doutorado UnB - Covid-19

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