Desempenho de escolares na adaptação brasileira da avaliação dos processos de leitura

Oliveira, Adriana Marques de; Capellini, Simone Aparecida

doi:10.1590/s0104-56872010000400033

Cited by 11 publications

(22 citation statements)

References 15 publications

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“…Thus, most words can be read successfully through phonological decoding, and even reading fluency can partly reflect the ability of the reader to apply grapheme–phoneme correspondences (Pinheiro et al, 2008). In Brazilian Portuguese, phonological reading predominates from beginning readers to the third grade but with age, performance gradually relies on lexical knowledge and sight word vocabulary (Oliveira and Capellini, 2010; Mota et al, 2012). Reliance on lexical knowledge is required as some graphemes may represent different phonemes and some correspondences are very rare (as “x” that can be pronounced as /∫/ or /z/) and only used in some “irregular words.” Thus, as reported in most alphabetic languages whatever their transparency (Davies et al, 2013), Brazilian Portuguese older children typically read words faster and more accurately than pseudo-words, suggesting they rely on two analytic and global (or lexical) reading procedures (Pinheiro, 1995).…”

Section: Introductionmentioning

confidence: 99%

The phonological and visual basis of developmental dyslexia in Brazilian Portuguese reading children

et al. 2014

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Evidence from opaque languages suggests that visual attention processing abilities in addition to phonological skills may act as cognitive underpinnings of developmental dyslexia. We explored the role of these two cognitive abilities on reading fluency in Brazilian Portuguese, a more transparent orthography than French or English. Sixty-six children with developmental dyslexia and normal Brazilian Portuguese children participated. They were administered three tasks of phonological skills (phoneme identification, phoneme, and syllable blending) and three visual tasks (a letter global report task and two non-verbal tasks of visual closure and visual constancy). Results show that Brazilian Portuguese children with developmental dyslexia are impaired not only in phonological processing but further in visual processing. The phonological and visual processing abilities significantly and independently contribute to reading fluency in the whole population. Last, different cognitively homogeneous subtypes can be identified in the Brazilian Portuguese population of children with developmental dyslexia. Two subsets of children with developmental dyslexia were identified as having a single cognitive disorder, phonological or visual; another group exhibited a double deficit and a few children showed no visual or phonological disorder. Thus the current findings extend previous data from more opaque orthographies as French and English, in showing the importance of investigating visual processing skills in addition to phonological skills in children with developmental dyslexia whatever their language orthography transparency.

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Section: Introductionmentioning

confidence: 99%

The phonological and visual basis of developmental dyslexia in Brazilian Portuguese reading children

et al. 2014

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“…A Tabela 1 apresenta as análises descritivas da PROLEC-T publicadas (Oliveira & Capellini, 2010) e as do presente estudo. Neste estudo encontrou-se uma assimetria negativa em todos os anos escolares, o que evidencia que os escores se concentram do lado direito da curva de normalidade, e sugere que as crianças tendem a ter facilidade em responder ao teste.…”

Section: Investigação Da Validade Da Prolec-tunclassified

“…Igualmente, considerando a fraca evidência de validade de construto (ex., ausência de perguntas inferenciais e de consulta a juízes) e as análises da TRI, a normatização da PROLEC-T não é recomendada. A prova, no formato atual, permite distinguir somente as crianças com atraso de leitura das com desempenho típico (Nalom et al, 2015;Oliveira & Capellini, 2010). Caso ela seja reformulada, sugere-se que os textos sejam substituídos por histórias inéditas, que todas as perguntas sejam inferenciais, e que a ordem dos textos e das perguntas seja alterada de maneira a apresentar uma…”

Section: Prolec-t -Prova De Compreensão De Texto: Análise De Suas Carunclassified

PROLEC-T - prova de compreensão de texto: análise de suas características psicométricas

Pinheiro¹,

Vilhena²,

Santos³

2017

Temas Psicol.

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ResumoA Prova de Compreensão de Texto da Bateria PROLEC (PROLEC-T), amplamente utilizada no Brasil, apresenta amostra limitada e apenas análises descritivas dos escores. Objetivos: conhecer a estrutura interna (adequação dos itens via Teoria de Resposta ao Item) e os índices de validade externa (concorrente) da referida prova. Método: estudo das respostas de 457 alunos (49,7% meninos) do 2º ao 5º ano, aleatoriamente selecionados em 77 salas de aula de oito escolas estaduais, ao PROLEC-T e a três testes de leitura. Resultados: a prova apresenta baixo nível de difi culdade e pouca variabilidade de escores, evidenciando validade interna não satisfatória. Mostra também limitações em relação à validade concorrente, uma vez que as correlações entre os seus escores e o ano escolar, a idade da criança e as notas fi nais na disciplina Língua Portuguesa foram fracas, embora tenham sido medianas com as medidas de leitura. Conclusão: Em sua forma atual, o PROLEC-T parece ser adequada apenas para uma avaliação informal de crianças com difi culdade de leitura. No entanto, caso seja reformulada, sugere-se a substituição de seus textos por histórias inéditas, em ordem crescente de difi culdade, com apenas perguntas inferenciais.Palavras-chave: Avaliação de leitura, compreensão de textos, validade instrumentos, teoria de resposta ao item. PROLEC-T -Text Comprehension Test: Psychometric Properties Analysis AbstractThe Text Comprehension task (PROLEC-T) of the PROLEC Battery of Evaluation of Reading Processes, widely used in Brazil, has a limited sample and only descriptive analyses. Purpose: verify the internal structure (via the Item Response Theory) and external (concurrent) validity indices of the test. Methods: study of 457 student's responses (49.7% boys), from 2 nd to 5 th year randomly selected in 77 classrooms in eight state schools, to the PROLEC-T and three reading tests. Results: PROLEC-T has a low level of diffi culty and low variability of scores, indicating unsatisfactory internal validity. It also shows limitations on the concurrent validity, since the correlations were weak between its scores and the 1

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“…Reading via phonological starts with the identification and location of the letters in the visual analysis system, which analyzes the graphic symbols written on the page, obtained through the sensory receptors (the eyes), thus constituting the skills to understand, organize and interpret visual stimuli. From this, a set of letters is formed, which is translated by the grapheme-phoneme conversion process into sequences of phonemes [13][14][15][16][17] .…”

Section: Introductionmentioning

confidence: 99%

“…In order to perform the lexical route when reading, it becomes necessary for the reader to know the word to be read, so that it can be visually recognized, having its meaning and pronunciation retrieved 3,13,16,[24][25][26][27][28] . The visual lexicon, also denominated as orthographic input lexicon, is responsible for the visual recognition of words.…”

Section: Introductionmentioning

confidence: 99%

Desempenho de escolares em provas de processo de identificação de letras e do processo léxico

2016

Self Cite

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Purpose: to describe, compare and correlate the performance of Brazilian students from 2nd to 5th grade of Elementary Schools in public and private institutions for tests of letter identification and lexical process evaluation. Methods: 262 students attending Elementary Schools (122 from public school and 140 from private school), in the interior of São Paulo State: Public School -G1 (2nd grade, n=24); G2 (3rd grade, n=33); G3 (4th grade, n=31); G4 (5th grade, n=34) and Private School -G5 (2nd grade, n=37); G6 (3rd grade, n=34); G7 (4th grade, n=34); G8 (5th grade, n=35. Tests of Letter Identification and the Lexical process from PROLEC were applied. Results: the students from private school showed superior average performance, except for the same--different test between G1-G5 and G3-G7 groups. The differences were higher among the students up to de 4th grade, due to the frequent use of the phonological route. This suggests differences in teaching the Portuguese alphabetic principles in in private and public schools. For the 5th grade there was no evidence of difference for tests in which words could be read by the lexical route. Conclusion: the students from private school showed superior performance, except for the tests in which the phonological route was not entirely required. However, in the beginning of literacy, the phonological route was more used than the lexical route, regardless of the type of school. This study shows the education system necessity for prioritizing in early literacy the letter-sound relationship, so the students from public institutions can present better decoding results, which can directly impact reading and comprehension. Keywords: Reading; Evaluation; Learning; Education, Primary and Secondary RESUMO Objetivo: caracterizar, comparar e correlacionar o desempenho de escolares brasileiros do 2º ao 5º ano do Ensino Fundamental do ensino público e particular em provas de avaliação do processo de identificação de letras e do processo léxico. Métodos: participaram 262 escolares do Ensino Fundamental (público= 122, particular= 140), do interior paulista: Ensino público -G1 (2º ano, n=24); G2 (3º ano, n=33); G3 (4º ano, n= 31); G4 (5º ano, n=34) e Ensino particular -G5 (2º ano, n=37); G6 (3º ano, n=34); G7 (4º ano, n=34); G8 (5º ano, n=35). Aplicadas Provas do processo de Identificação de Letras e Léxico do PROLEC. Resultados: os escolares do ensino particular apresentaram desempenho médio superior, com exceção da prova Igual-Diferente entre os grupos G1-G5 e G3-G7. As diferenças foram maiores entre os escolares até o 4º ano devido ao uso frequente da rota fonológica, sugerindo diferença no ensino do princípio alfabético entre as escolas públicas e particulares. Para o 5º ano, não houve diferença nas provas em que as palavras podem ser lidas pela rota lexical. Conclusão: os escolares do ensino particular apresentaram desempenho superior, com exceção das provas em que a rota fonológica não é a unicamente exigida. Contudo, no início da alfabetização, a rota fonológica foi mais utiliz...

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Desempenho de escolares na adaptação brasileira da avaliação dos processos de leitura

Cited by 11 publications

References 15 publications

The phonological and visual basis of developmental dyslexia in Brazilian Portuguese reading children

The phonological and visual basis of developmental dyslexia in Brazilian Portuguese reading children

PROLEC-T - prova de compreensão de texto: análise de suas características psicométricas

Desempenho de escolares em provas de processo de identificação de letras e do processo léxico

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