Habilidades de leitura de pré-escolares deficientes auditivos: letramento emergente

Abstract

O letramento emergente é um conjunto de comportamentos e conhecimentos sobre leitura e escrita que acontecem no período entre o nascimento e a fase onde a criança torna-se capaz de escrever e ler de maneira convencional. O presente estudo tem como objetivo verificar o desenvolvimento do letramento emergente por meio da escala de letramento emergente em crianças portadoras de deficiência auditiva de grau severo a profundo ou profundo usuárias de LIBRAS (Língua Brasileira de Sinais). O estudo foi dividido em duas avaliações com a aplicação da Escala de Letramento Emergente em momentos diferentes, ao longo de um ano. Fizeram parte desse estudo crianças entre 6.5 anos e 7.3 anos, deficientes auditivas com perda bilateral de grau severo a profundo ou profundo, usuárias de LIBRAS. Os resultados do estudo indicam que o desenvolvimento de habilidades dessa população é semelhante ao de crianças ouvintes.

What works to improve early grade literacy in Latin America and the Caribbean? A systematic review and meta‐analysis

“…Most of the quantitative nonintervention studies in the sample, 55 of 61, gave a description of the analysis methods used. Some studies provided ample description of the statistical analyses conducted (Páez, Tabors, & López, 2007 ) while others gave brief descriptions and used simple analyses such as histograms (Bandini, Oliveira, & Souza, 2006 ). One study did not provide a description of the analysis (Melchiori, de Souza, & de Rose, 2012 ).…”

“…In some cases, samples were also described as attending private or public schools (Jiménez, Puente, Alvarado, & Arrebillaga, 2009 ). Some studies excluded students with visual or hearing impairments (Salles & Parente, 2002 ), while others included students with hearing impairments (Bandini et al 2006 ). One study included students from 16 Latin American countries for a total sample of 90,251 students (Torrecilla & Carrasco, 2014 ).…”

“…Another study from Brazil compared the differences between how deaf children interpret illustrated text and construct writing to that of hearing children and found differences in the two groups. Bandini et al ( 2006 ) studied how children who are deaf learn to read and found that the students who signed followed the alphabetic principle and used a pattern similar to nondeaf children.…”

“…In the sample, 47 of the 61 studies generalized the study outcomes to the population in the study. Several studies generalized the study findings to a different grade level or age group (Ramírez, Verdugo, & Sánchez, 2000), another country (de Manrique & Signorini, 1994), or to the population in the study despite a small sample (Bandini et al, 2006). Still, others generalized to the entire population in the country (De Abreu, & Cardoso-Martins, 1998) and across countries (Abadzi, Crouch, Echegaray, Pasco, & Sampe, 2005).…”

Evaluation of the benefit with the use of the sound amplification inchildren and teenagers

“…As well as the one found by the author of the questionnaire (8), the individuals presented bigger difficulties from utterance interpretation of the questions by the children and teenagers with hearing loss of profound degree. Because the absence of oral/auditory experiences, this individuals have difficulties in the access of the written language and favor more than one system of visual-spatial language (15,16). So, with the help of the engravings and of signs language or indicative gestures, the meaning from the wording of the questions was easily reached (17).…”