Parâmetros e estratégias de leitura e escrita utilizados por crianças de escolas pública e privada

Pontes, Vanessa Laís; Diniz, Natália Lisce Fioravante; Martins-Reis, Vanessa de Oliveira

doi:10.1590/s1516-18462013000400011

Cited by 23 publications

(22 citation statements)

References 20 publications

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“…In this research, a considerable number of children -around 40% of the sample -had difficulty in the reading of infrequent words, in accordance with a previous study, which points lower reading performance of words and pseudo words ("poor readers") in children of public school (82%) and private school (61%), through the evaluation of reading tests of the School Performance Test (Teste de Desempenho Escolar -TDE) in children of the same city of this study (16) . Regarding the researched items, the availability of material resources (ludic and linguistic) was the most significant item related to the reading of frequent and infrequent words.…”

Section: Discussionsupporting

confidence: 92%

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

Oliveira

Conceição

Figueiredo

et al. 2016

Audiol., Commun. Res.

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Purpose: To investigate the association between word reading performance and the resources of the family environment of third-year elementary school children enrolled in a Belo Horizonte municipal school. Methods: This study involved a nonprobability sample comprising schoolchildren of both sexes aged between 9 and 11 years enrolled in a municipal school of Belo Horizonte. The status of the children's home environment resources was assessed using the inventory of the Home Environment Resources and their reading performance was measured through the Evaluation Tests of Reading Processes. Results: We found statistical significance in the relationship between the availability of material resources (ludic and linguistic) and social activities and the reading of words. Parental practices were positively correlated to the reading of infrequent words. Only the rubric "routines" was not significantly associated with the students' reading performance. Conclusion: It was observed a proportional association between the resources of the family environment and the reading and writing performance of the schoolchildren. These results demonstrate the need for actions to be developed with the families to assist them in coping with the adverse conditions and optimizing the home resources to enhance the children's development.

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Section: Discussionsupporting

confidence: 92%

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

Oliveira

Conceição

Figueiredo

et al. 2016

Audiol., Commun. Res.

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“…In this diversification, the analyses have mainly addressed the spelling performance in tasks characterized as reading, writing, and phonological awareness (1)(2)(3)(4)(5)(6)(7) . Less common, however, not less relevant, are investigations addressed to the spelling errors, characterized not only by the type of errors but especially by the way it progresses during the process of writing (8)(9)(10) .…”

Section: Introductionmentioning

confidence: 99%

Characteristics of the acquisition of sonorant consonants orthography in Brazilian children from a São Paulo municipality

Vaz

Pezarini

Paschoal

et al. 2015

CoDAS

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PURPOSE: To describe the spelling performance of children with regard to the record of sonorant consonants in Brazilian Portuguese language, to verify if the errors in their records were influenced by the accent in the word, and to categorize the kinds of errors found. METHODS: For this current survey, 801 text productions were selected as a result of the development of 14 different thematic proposals, prepared by 76 children from the first grade of primary school, in 2001, coming from two schools of a city from São Paulo, Brazil. Of these productions, all words with sonorant consonants in a syllabic position of simple onset were selected. They were then organized as they appeared as pre-tonic, tonic, and post-tonic syllables, unstressed and tonic monosyllables. RESULTS: The following was observed: the number of hits was extremely higher than that of errors; higher occurrence of errors in non-accented syllables; higher occurrence of phonological substitutions followed by omissions and, at last, orthographic substitutions; and higher number of substitutions that involved graphemes referring to the sonorant class. CONCLUSION: Considering the distribution of orthographic data between hits and errors, as well as their relationship with phonetic-phonological aspects, may contribute to the comprehension of school difficulties, which are usually found in the first years of literacy instruction.

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“…Although the socioeconomic status suggests physical and material resources that family may provide the child with, it is always necessary to jointly analyze other factors that can affect the vocabulary performance, such as environmental characteristics, the communicative interactions experienced, and the communicative style used by parents (5) . Other studies also verified better performance of children attending private schools (4,14,15,16,17) , which may be related to the greater incentive that private schools generally offer in terms of teachers' qualification and continuing education, in addition to broader infrastructure, with resource rooms with better equipment and more professionals.…”

Section: Discussionmentioning

confidence: 85%

“…On average, it takes children five months from learning a new word to using it effectively, and that depends both on children's context and their need to use this specific term (1) . According to the literature (4,14,15,16,17) , students in public schools have lower performance compared to students in private schools, both in oral language tasks and in reading and writing tasks. This disparity in performance may be due to differences in socioeconomic status, type of extracurricular stimuli received, unfavorable family environment, emotional problems, motivation level for the tasks proposed, among other reasons (14) .…”

Section: Introductionmentioning

confidence: 99%

Desempenho do vocabulário expressivo de pré-escolares de 4 a 5 anos da rede pública e particular de ensino

Brancalioni

Zauza

Karlinski

et al. 2018

Audiol., Commun. Res.

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Introduction: Vocabulary performance may vary due to environmental stimuli, and socioeconomic and cultural context. Purpose: To compare the performance of expressive vocabulary of children attending public and private schools, aged from four to five years, and analyze the most frequent substitution processes. Methods: The sample consisted of 86 preschool children, aged from four to five years, male and female, without signs of syndromes and neurological or language disorders, divided into G1: Group of preschoolers in the Public School, and G2: Group of preschoolers in the Private School. All children were submitted to speech-language screening and expressive vocabulary evaluation through the ABFW Vocabulary Test. Data were submitted to statistical analysis, using Fisher's Exact Test and T-test (p <0.05), considering the occurrences of Designations by Usual Word, Non-Designations and Substitution Processes according to conceptual fields. Results: G2 presented better performance in the vocabulary test than G1, with statistically significant difference for all conceptual fields. However, when comparing pre-school performance with test parameters, most G1 and G2 preschoolers presented adequate performance. The most frequent substitution processes were those of hyperonymy and close co-hyponymy. Conclusion: Private school preschoolers present better performance in expressive vocabulary tests. In addition, substitution processes occurred more frequently in preschoolers in the public school system, and the most frequent ones were hyperonymy and co-hyponymy.

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Parâmetros e estratégias de leitura e escrita utilizados por crianças de escolas pública e privada

Cited by 23 publications

References 20 publications

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

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

Characteristics of the acquisition of sonorant consonants orthography in Brazilian children from a São Paulo municipality

Desempenho do vocabulário expressivo de pré-escolares de 4 a 5 anos da rede pública e particular de ensino

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