Enabling Phonological Awareness for Reading Learning Disorder: Case Study

Abstract

Learning disorder (TA) is conceptualized as learning impairments of academic skills that include: reading, math and writing. Children explicitly trained in phoneme manipulation skills get better results than those who do not. The present study proposes strategies aimed at enabling the phonological path through exercises in phonological awareness using tasks of synthesis, segmentation, addition, omission, substitution of syllables and phonemes, as well as tasks of awareness of rhymes which allow to modify the precision and reading speed and in many other cases reading comprehension. EMB is a girl of 11: .7 years of age, the neuropsychological evaluation showed that EBM meets the diagnostic criteria of AT in its three areas. 120 sessions were held twice a week with a duration of approximately one hour. Synthesis, segmentation, addition, omission and replacement of syllables and phonemes and syllable and phoneme detection tasks in rhymes were designed. EMB showed slight improvements in each of the processes in which it wanted improvement; However, as was observed at the end of the last phase of the treatment, where the grapheme-phoneme correspondence was implemented, EMB managed to have a considerable improvement compared to only the application of phonological tasks.