Table of Contents
The systematic review sought to evaluate the effectiveness of phonological intervention compared with other interventions with children at risk for developmental dyslexia. Randomized controlled studies and quasi-randomized trials were selected in the following databases: PubMed, LILACS, Scopus, CINAHL and PsycINFO, without language restriction and year of publication. The selection of articles and the evaluation of their methodological quality were made by adopting the criteria contained in the GRADE system. Meta-analyses of randomized effects were performed when studies investigating a same outcome were sufficiently homog-eneous. The results indicate no significant difference between the groups regarding phonological awareness (mean difference = 0.37; 95% CI = -0.11 -0.84) and reading comprehension (mean difference = 0.47; 95% CI = -0.50 -1.44). Evidence that phonological remediation improves phonological awareness and reading of children at risk for developmental dyslexia is insufficient.
Keywords: Dyslexics, reading disability, child, remediation, phonological awareness, early intervention