摘要：Williams syndrome is a neurodevelopmental disorder with different manifestations caused by a heterozygous segmental deletion of 1.55-1.83Mb at chromosomal band 7q11.23. The Williams syndrome phenotype is characterized by intellectual deficiency and expressive learning deficits, with impairments in phonological awareness skills. The aim of the study was to verify the effects of an intervention in phonological awareness and grammar teaching, for the acquisition of reading skills and literacy indicators in a child with Williams Syndrome. A case of a 6-year old girl, enrolled in the first year of Elementary School, was reported. The Phonological Awareness Test by Oral Production, the Words and Pseudo-words Reading Competence Test, the Provinha Brasil (reading test), and a Phonological Awareness Literacy Software, were used for phonological awareness and grammar teaching intervention. The study was developed in four phases: pre-intervention assessment, intervention, post-intervention assessment and follow-up, after six months. The results showed progress in phonological awareness skills, mainly in tasks of rhyme, alliteration and syllabic synthesis, as well as reading indicators that were compatible with the school year, following the intervention.
其他摘要：ABSTRACT Williams syndrome is a neurodevelopmental disorder with different manifestations caused by a heterozygous segmental deletion of 1.55-1.83Mb at chromosomal band 7q11.23. The Williams syndrome phenotype is characterized by intellectual deficiency and expressive learning deficits, with impairments in phonological awareness skills. The aim of the study was to verify the effects of an intervention in phonological awareness and grammar teaching, for the acquisition of reading skills and literacy indicators in a child with Williams Syndrome. A case of a 6-year old girl, enrolled in the first year of Elementary School, was reported. The Phonological Awareness Test by Oral Production, the Words and Pseudo-words Reading Competence Test, the Provinha Brasil (reading test), and a Phonological Awareness Literacy Software, were used for phonological awareness and grammar teaching intervention. The study was developed in four phases: pre-intervention assessment, intervention, post-intervention assessment and follow-up, after six months. The results showed progress in phonological awareness skills, mainly in tasks of rhyme, alliteration and syllabic synthesis, as well as reading indicators that were compatible with the school year, following the intervention.
