Relação entre variáveis psicossociais familiares e desempenho em leitura/escrita em crianças

Abstract

ResumoEste artigo analisa a relação entre fatores psicossociais familiares e o desempenho em leitura e escrita a partir de um estudo comparativo realizado através de entrevista semiestruturada com 29 familiares de dois grupos de alunos de 2ª série do ensino fundamental. Por meio de avaliação neuropsicológica, os estudantes foram caracterizados em: com difi culdade de leitura e escrita e leitores e escritores competentes.As análises estatísticas evidenciaram associação signifi cativa entre o grupo com difi culdade em leitura e escrita e as variáveis presença de transporte próprio na família, percepção dos familiares de que a criança teve difi culdades para aprender a ler e no desempenho da leitura, maior índice de repetência escolar e história familiar de difi culdade na leitura. Os resultados demonstram a importância da análise de fatores psicossociais familiares para a compreensão da complexidade que envolve o desenvolvimento de habilidades de leitura e escrita em crianças. Palavras-chave:Difi culdades escolares, família, neuropsicologia. Relationship between family psychosocial variables and reading/writing performance in children AbstractIn this article we analyze the relationship between family psychosocial factors and the reading and writing performance in children. We conducted a comparative study through a semi-structured interview with 29 families of two groups of second grade students from elementary education. After the neuropsychological assessment, the students were characterized like either having trouble reading and writing or being effi cient readers and writers.The statistic analysis highlighted the signifi cant association between the group with troubles in reading and writing and the variables, like the presence of their own family transportation, the family's perception on the child's trouble learning to read, as well as his/her diffi culty in reading performance, the children's higher index of repeating the school year and the family's history of diffi culties in reading. The results obtained showed the importance of analyzing family psychosocial factors in order to understand the complex process of developing children's reading and writing skills.Key words: School diffi culties, family, neuropsychology. Relación entre variables psicosociais familiares y rendimiento de niños en lectura/escrituraResumen Este artículo analiza la relación entre factores psicosociales familiares y el rendimiento en lectura y escritura a partir de estudio comparativo realizado a través de entrevista semi-estructurada con 29 familiares de dos grupos de alumnos de 2o año de enseñanza básica. Por medio de evaluación neuropsicológica, se caracterizó a los estudiantes en: "con difi cultad de lectura y escritura" y "lectores y escritores competentes".Los análisis estadísticos mostraron asociación signifi cativa entre el grupo con difi cultad en lectura y escritura y las variables presencia de transporte propio en la familia, percepción de los familiares de que el niño tuvo difi cultades para aprender a leer y en el rend...

Associação entre o desempenho em leitura de palavras e a disponibilidade de recursos no ambiente familiar

“…However, the presence of resources is not enough condition to ensure the learning of reading. There is the need to interact with this material (5,8) , which can be confirmed in the results obtained in this research for parenting practices. The literature review points out the family as a source of stimulation for the acquisition of new knowledge, promoting the development of skills needed for the learning of reading (7,18) .…”

“…It should be considered that, despite what is pointed in the literature (5,6,7,8) , the obtained results are applicable to the study population, i.e., students in a single school year, a school of the municipal public net of teaching, and therefore they are not likely of generalizations to other realities. Another limitation of the study was the non comparison of the findings with those of children from other socioeconomic realities.…”

“…Children who grow up in an unfavorable family environment, with few resources and few opportunities for interaction, have reading difficulties related to the acquisition of vocabulary, because they receive less verbal inputs (23,24) . Several studies found significant relationships between home literacy context and the development of language skills (3,5,6,7,8,18,25) . Regarding the phonology and the vocabulary, important aspects of reading and writing development, it was observed the association between the performance on tests of such aspects and the scores of the home environment resources, strengthening the influence not only to the acquisition and language development, but also for the overall development of the child (12,26) .…”

“…The greater the possibility of stimulating the child in the family environment, the greater the development of the cognitive ability, with better structuring of lexical representation, assisting the learning, even if the activities are not intentionally directed to this purpose (2,8) . Problems on environmental resources can lead to losses in the language development and, consequently, in the literacy process.…”

A influência da oculomotricidade e do reflexo-vestíbulo-ocular na leitura e escrita

“…According to the Brazilian Institute of Geography and Statistics of 2008, indicated almost 15 million people over 15 years old who can not read, nor, even, write a note 22 . Therefore, government statistics show that in Brazil the difficulty of reading and writing persists as an educational problem has not surpassed 23 .…”