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Comparison between methods in learning stimulation program based on response to intervention

Journal of Dental Health, Oral Disorders & Therapy
Amanda Faleiro,1 Letícia Pacheco Ribas2


Objective: to verify the effectiveness of a stimulation program for learning difficulties and to compare the benefits of different stimulation methods. Method: Level 2 of the Response to Intervention Program was applied to a Brazilian sample of students from 1st to 3rd years of elementary school in a public school in a municipality located in the south of Brazil, with complaints of learning difficulties, totaling a sample of 51 participants. Three stimulation methods were compared, with the sample being divided as follows: group 1 (Metaphon) -19 participants; group 2 (Auditory Training) -16 participants; and group 3 (Control) -16 participants. Participants were assessed pre and post intervention using the Phonological Assessment Instrument, Phonological Awareness Sequential Assessment Instrument and School Performance Test protocols. The interventions took place in 10 45-minute sessions, in groups of 4 to 5 students. Results: groups 1 and 2 demonstrated greater gains for participants compared to groups 3 in qualitative and quantitative analysis. The following results were statistically significant: qualification of phonological awareness, except group 1 for the syllabic portion; the difference in the gross number of correct answers in the pre and post-intervention assessments of groups 1 and 2. Groups 2 demonstrated good results, standing out from the other methods. Conclusion: the intervention groups generally showed significant improvements after the reevaluations. It was possible to observe a positive outcome in the group stimulation.


learning, learning disorders, child development, academic achievement