OBJETIVOS: Caracterizar, comparar e classificar o desempenho de escolares do 2º ao 5º ano do ensino público segundo a semiologia dos erros. MÉTODOS: Participaram deste estudo 120 escolares do 2º ao 5º ano de escola pública municipal de Marília-SP, sendo 30 de cada série, divididos em quatro grupos: GI (2º ano); GII (3º ano); GIII (4º ano); e GIV (5º ano). Como procedimento foram aplicadas as provas do Pro-Ortografia: versão coletiva (escrita de letras do alfabeto, ditado randomizado das letras do alfabeto, ditado de palavras, ditado de pseudopalavras, ditado com figuras, escrita temática induzida por figura) e versão individual (ditado de frases, erro proposital, ditado soletrado, memória lexical ortográfica). RESULTADOS: Houve diferença na comparação intergrupos, indicando melhor desempenho dos escolares a cada série subsequente, na maior parte das provas da versão coletiva e individual. Com o avanço da seriação escolar, os grupos apresentaram menor média de erros na escrita. CONCLUSÃO: O perfil de aquisição da ortografia do sistema de escrita do Português observado em escolares do ensino público é indicativo do funcionamento normal de desenvolvimento da escrita infantil.
Purpose: to characterize, compare and classify the performance of students from 2 nd to 5 th grades of private teaching according to the semiology of errors. Method: 115 students from the 2 nd to 5 th grades, 27 from the 2 nd grade, 30 students from the 3 rd and 4 th grades, and 28 from the 5 th grade divided into four groups, respectively, GI, GII, GIII and GIV, were evaluated. The tests of Spelling Evaluation Protocol -Pro-Orthography were divided into: collective version (writing letters of the alphabet, randomized dictation of letters, word dictation, non-word dictation, dictation with pictures, thematic writing induced by picture) and individual version (dictation of sentences, purposeful error, spelled dictation, spelling lexical memory). Results: there was a statistically significant difference in intergroup comparison indicating that there was an increase in average accuracy for all tests as for the individual and collective version. With the increase in grade level, the groups decreased the average of writing errors based on the semiology of errors. We found a higher frequency of natural spelling errors. Conclusion: data from this study showed that the increase in average accuracy according to grade level may be an indicative for normal development of student's writing in this population. The higher frequency of natural spelling errors found indicates that formal instruction on phoneme-grapheme correspondence may not be occurring, since that they are directly dependent on the learning of the rule of direct phoneme-grapheme correspondence.
Eficácia de um programa de intervençãopercepto-viso-motora para escolares com dislexia ABSTRACT Purpose: To verify the efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia. Methods: The participants were 20 students from third to fifth grade of a public elementary school in Marília, São Paulo, aged from 8 years to 11 years and 11 months, distributed into the following groups: Group I (GI; 10 students with developmental dyslexia) and Group II (GII; 10 students with good academic performance).A perceptual and visual-motor intervention program was applied, which comprised exercises for visual-motor coordination, visual discrimination, visual memory, visual-spatial relationship, shape constancy, sequential memory, visual figure-ground coordination, and visual closure. In pre-and post-testing situations, both groups were submitted to the Test of Visual-Perceptual Skills (TVPS-3), and the quality of handwriting was analyzed using the Dysgraphia Scale. Results: The analyzed statistical results showed that both groups of students had dysgraphia in pretesting situation. In visual perceptual skills, GI presented a lower performance compared to GII, as well as in the quality of writing. After undergoing the intervention program, GI increased the average of correct answers in TVPS-3 and improved the quality of handwriting. Conclusion: The developed intervention program proved appropriate for being applied to students with dyslexia, and showed positive effects because it provided improved visual perception skills and quality of writing for students with developmental dyslexia. RESUMOObjetivo: Verificar a eficácia de um programa de intervenção com habilidades percepto-viso-motoras para escolares com dislexia. Métodos: Participaram 20 escolares do terceiro ao quinto ano do Ensino Fundamental público da cidade de Marília (SP), de 8 anos a 11 anos e 11 meses de idade, sendo distribuídos nos seguintes grupos: GI (dez escolares com dislexia do desenvolvimento) e GII (dez escolares com bom desempenho acadêmico). Foi aplicado um programa de intervenção percepto-viso-motora composto de exercícios para a coordenação viso-motora, a discriminação visual, a memória visual, a relação viso-espacial, a constância de forma, a memória sequencial, a figura-fundo visual e a closura visual. Em situação de pré e pós-testagem, ambos os grupos foram submetidos à aplicação do Teste de Habilidades Perceptivas Visuais (TVPS-3), e a análise da escrita foi realizada através da Escala de Disgrafia. Resultados: Os resultados estatísticos analisados evidenciaram que ambos os grupos de escolares apresentaram disgrafia na pré-testagem. Nas habilidades de percepção visual, o GI apresentou desempenho inferior em relação ao GII, assim como na qualidade da escrita.Após ser submetido ao programa de intervenção, o GI aumentou as médias de acerto no TVPS-3 e melhorou a qualidade de escrita. Conclusão: O programa de intervenção elaborado se mostrou apropriado para ser aplicado em escolares com dislexia, assim como mostrou e...
To characterize and compare the spelling performance of private and public students. Three hundred 1st-5th graders from public and private schools in the city of Marília, São Paulo, Brazil, were evaluated, totalizing 30 students from each grade, respectively. Collective and individual versions of the Pró-Ortografia test (a renowned Brazilian spelling test) were administered. There were significant inter-group differences indicating that private school students achieved higher performance. The mean values of correct answers of higher grade level students were statistically greater than those of the lower grade level students. The results indicated that the mean values of correct answers of all versions of the spelling test administered increased across grades for both private and public school students. However, the data evaluated showed that private school students attained higher spelling performance than public school students from the 2nd grade onwards.Keywords: Evaluation; Handwriting; Learning; Teaching. Resumo
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