Processos cognitivos na leitura inicial: relação entre estratégias de reconhecimento de palavras e alfabetização

Monteiro, Sara Mourão; Soares, Magda Becker

doi:10.1590/s1517-97022014005000006

Cited by 20 publications

(17 citation statements)

References 11 publications

(6 reference statements)

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“…For the tests related to reading words, not words and correct in one minute, was observed decrease in average performance for reading words and not words with increased performance averages for the number of words read correctly in one minute, which suggests to the interference of the decoding and the access to the phonological memory, formed during the intervention, making the reading more laborious, fast and assertive 6,11 .…”

Section: Meanmentioning

confidence: 94%

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Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia

Silva

Capellini

2017

J. Hum. Growth Dev.

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Introduction: Studies on students at risk for dyslexia have increased as well as the interest in verifying whether tasks involving a phonological basis can favor the performance of these students in the initial literacy process.Objective: Evaluate the performance of students with and without risk of dyslexia in metalinguistic tasks. Methods:Participants of this study were 40 students, aged between 5-6 years, enrolled in the 1st year of elementary school, divided into two groups, GI: composed of 20 students without risk of dyslexia and GII: composed of 20 students at risk of dyslexia, both groups were submitted to the Evaluation Cognitive Linguistic Skills Protocol -collective and individual version (adapted), and phonological intervention composed of tasks of relation letter/sound alphabet in sequence and in random order, rhyme, identification and manipulation of words, identification and production of syllables, syllabic segmentation and analysis, identification and phonemic segmentation, substitution, synthesis, analysis and phonemic discrimination. Results: Indicated that the students from GI and GII showed statistically superior performance in the post testing compared to the performance obtained in the pre testing. Conclusion:The students at risk of dyslexia showed an increase in the mean of performance after the intervention, however, when compared with the performance of the students without risk for dyslexia, they presented inferior performance, indicating that, even after have underwent to the intervention, they did not reach the mean of performance of students without risk for dyslexia in metalinguistic tests. Open acess Keywords 199Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia J Hum Growth Dev. 2017; 27(2): 198-205

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Section: Meanmentioning

confidence: 94%

“…As well as, offer subsidies to verify if, after the accomplishment of interventional programs with phonological approach, involving the stimulation of the cognitive-linguistic abilities, that are altered or in delay, the students show or not improvement in the school learning 11,12 .…”

mentioning

confidence: 99%

Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia

Silva

Capellini

2017

J. Hum. Growth Dev.

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“…The association between oral language and academic performance, more specifically reading performance, is already well established and widely explored in the literature (Cutting, Materek, Cole, Levine, & Mahone, 2009;Monteiro & Soares, 2014;Seabra & Dias, 2012a;Skibbe et al, 2008). There is evidence of the particular contribution of specific oral language and reading skills, i.e., Phonological Awareness (PA, ability to identify and manipulate sound segments in words), to word recognition and contribution of vocabulary (a set of words which convey a meaning) to reading comprehension (Seabra & Dias, 2012a).…”

Section: Palavras-chavementioning

confidence: 99%

School performance at the end of elementary school: Contributions of intelligence, language, and executive functions

Dias

Seabra

2017

Estud. psicol. (Campinas)

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Estudos de Psicologia I Campinas I 34(2) I 315-326 I abril -junho 2017 AbstractThere are several variables that are associated with and that can influence school performance. The present study investigated the following: 1) the relationship between school performance and intelligence, language, and executive functions; 2) explanatory models for school performance. A total of 87 students in 5th grade of elementary school, attending a public school in São Paulo State, Brazil (mean age = 9.72, standard deviation = 0.58), participated in this study. The participants were evaluated in terms of intelligence, language (phonological awareness and vocabulary), and executive functions (attention, cognitive flexibility, and working memory). Bimonthly grades were collected at the end of the school year. Results revealed significant correlations between school performance and all measures, except for attention. Students' performance on the cognitive tests explained up to 66% of their grades. Intelligence, language, and executive functions are associated with school performance, but language and executive functions, especially cognitive flexibility, can be considered as stronger predictors of performance in 5th grade. These findings can assist in the design and implementation of intervention programs to promote these skills. Keywords

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“…A alfabetização é um tema amplamente pesquisado no campo educacional, sendo muito recorrente em vários trabalhos, no entanto, ainda hoje não há um consenso entre os pesquisadores sobre quais os melhores recursos didáticos para garantir a aprendizagem da leitura e da escrita alfabética por alunos da educação básica. No entanto, podemos afirmar, embasados numa perspectiva interacionista, que há certa aproximação entre alguns autores sobre o tema alfabetização (KLEIMAN, 2001;MONTEIRO;SOARES, 2014;SOARES, 2004) quando estes afirmam que a aquisição da leitura e escrita, na atualidade, deve ser entendida como um processo social, em que a alfabetização é um conceito plural que se refere às práticas sociais de leitura e escrita, envolvendo diferentes práticas sociais, não se restringindo USO DE JOGOS PARA O ATENDIMENTO A CRIANÇAS COM DIFICULDADES NA ALFABETIZAÇÃO A. OSTI T. A. F. DE LUCCA A. C. MANFRONI…”

Section: Introductionunclassified

Uso de jogos para o atendimento a crianças com dificuldades na alfabetização

Osti

Lucca²,

Manfroni³

2019

Argumentos Pró-Educação

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Este trabalho, de natureza qualitativa e exploratória, é resultado de um projeto que objetivou proporcionar a crianças que apresentavam atraso em seu processo de alfabetização uma forma diferente e lúdica de aprender a ler e a escrever. Participaram 93 alunos do primeiro ciclo do ensino fundamental, de duas escolas públicas municipais no interior de São Paulo, que não estavam alfabetizados ou que estavam com defasagem na aprendizagem da leitura e escrita. Os alunos foram atendidos uma vez por semana em sessões de até uma hora de duração, por estudantes do curso de Pedagogia. Foram realizadas intervenções em que jogos foram utilizados com o intuito de propor uma intervenção focada na leitura e escrita. Os resultados evidenciaram que as crianças atendidas tiveram progresso em sua aprendizagem. Os participantes do processo demonstraram alegria em terem integrado o projeto, uma vez que suas necessidades e dificuldades foram trabalhadas de forma prazerosa e lúdica.

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Processos cognitivos na leitura inicial: relação entre estratégias de reconhecimento de palavras e alfabetização

Cited by 20 publications

References 11 publications

Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia

Comparison of performance in metalinguistic tasks among students with and without risk of dyslexia

School performance at the end of elementary school: Contributions of intelligence, language, and executive functions

Uso de jogos para o atendimento a crianças com dificuldades na alfabetização

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