Reading comprehension in dyslexic schoolchildren after an intervention program.

Purpose: To develop a Speech-language Pathology (SLP) program and verify its effects on the reading comprehension of dyslexic students.

Methods: Participants were eleven 4th and 5th-grade Elementary School students, eight boys and three girls, aged 9-11 years, diagnosed with developmental dyslexia. All individuals underwent the therapeutic program, which was composed of 16 sessions divided into four levels of complexity.

Reading comprehension and receptive vocabulary in Elementary School students with typical development.

Purpose: Prepare an instrument to evaluate reading comprehension and verify the influence of receptive vocabulary on the reading comprehension of 3rd to 5th-grade Elementary School students with typical development.

Methods: All ethical precepts were accomplished. Study participants were 69 3rd-, 4th- and 5th-grade students (35 girls) with mean ages of 8.

Speech-language pathology program for reading comprehension and orthography: effects on the spelling of dyslexic individuals.

Purpose Prepare a Speech-language Pathology Program for Reading Comprehension and Orthography and verify its effects on the reading comprehension and spelling of students with Developmental Dyslexia. Methods The study sample was composed of eleven individuals (eight males), diagnosed with Developmental Dyslexia, aged 09-11 years. All participants underwent a Speech-language Pathology Program in Reading Comprehension and Orthography comprising 16 individual weekly sessions.

Effects of a language program in the social functioning of children at elementary school.

Purpose: the purpose of this study was to describe a language stimulation program, including teacher training and practical activities in the classroom, and investigate the effectiveness of this action on the social functioning and behavioral problems of elementary school children.

Methods: 136 children from six classrooms of a public school and their teachers participated in this research. Of these, half were given the language stimulation program: 16 hours of training for teachers and 9 meetings in the classroom with activities for students.

The relevance of syllable per minute measuring at the assessment of reading rate.

Purpose To verify whether there are differences in the assessment of reading rate of children at 3rd and 4th grade from elementary school using the measures of words read per minute and syllables read per minute. Methods This research counted on 29 children from 3rd grade and 28 from the 4th grade of elementary school without reading and writing disorders. All children were asked to read aloud a text according to their schooling level.