Avaliação da Leitura no Brasil: Revisão da Literatura no Recorte 2009‑2013

Dias, Natália Martins; León, Camila Barbosa Riccardi; Pazeto, Talita de Cassia Batista; Martins, Gabriela Lamarca Luxo; Pereira, Ana Paula Prust; Seabra, Alessandra Gotuzo

doi:10.15348/1980-6906/psicologia.v18n1p113-128

Cited by 7 publications

(6 citation statements)

References 13 publications

(27 reference statements)

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“…In the case of phonological awareness, there are already instruments available such as the Phonological Awareness Test by Oral Production 36 or the Confias Test 39 . In the case of initial reading and writing abilities, this difficulty was highlighted in two recent reviews on reading 6 and writing 7 assessment instruments, which evidenced the absence of instruments for the evaluation of precursor or pre-literacy abilities. Recently, however, the Reading and Writing Tasks were made available 17 .…”

Section: Discussionmentioning

confidence: 99%

“…Professionals from different areas, such as psychology, speech therapy, psychopedagogy and pedagogy, seek to understand the processes involved in the acquisition of written language [1][2][3][4][5] , as well as to make available and improve assessment and intervention instruments, in order to help identify and intervene in learning difficulties in this area. However, with regard to the early evaluation and identification of children at risk of future difficulties in the acquisition of written language, there is still a relative scarcity of evaluation instruments, especially non-restricted ones, available on the national market 6,7 .…”

Section: Introductionmentioning

confidence: 99%

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Phonological awareness and early reading and writing abilities in early childhood education: preliminary normative data

et al. 2019

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Objective: to provide preliminary normative data for the Reading and Writing Test by type of school, and normative data for the Phonological Awareness Test by Oral Production for private schools and update their normative data available for public schools, all of which are for children in the final year of early childhood education. Methods: 267 children, in the age range of 5 years, and typical development. Identification Questionnaire for Parents, Phonological Awareness Test by Oral Production and Reading and Writing Test were used. The means of performance in the tests of the present sample were compared with the existing normative data to justify normative data provision and updating. Results: Student’s t-test revealed that the private school children outperformed those of the public schools in all measures, reinforcing the need for specific standards, according to the type of school. There were strong to very strong relationships among the variables evaluated, demonstrating a marked association between phonological awareness and initial reading and writing abilities. The Wilcoxon test revealed significant differences between the performance of the children of the present study, from both private and public schools, and the data from the Phonological Awareness Test by Oral Production standardization sample, suggesting the need to update the Phonological Awareness Test by Oral Production standards. Finally, the new normative data were presented. Conclusion: the need to make available and update the test standards used, according to the type of school, was confirmed. Further studies are necessary to expand the data presented to other age groups.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Phonological awareness and early reading and writing abilities in early childhood education: preliminary normative data

et al. 2019

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“…The present study aimed to investigate the psychometric characteristics of a reading test (WRCT-2) and a self-report checklist that evaluates dyslexia indicators (ADC) in a sample of Brazilian adults. Thus, in view of the lack of adult reading assessment instruments 3,19 , this study discussed two instruments that allow the assessment of this population. The first instrument, WRCT-2, assesses isolated word recognition ability and the second, ADC, can be considered as a screening tool and allows the screening of common characteristics of dyslexia.…”

Section: Discussionmentioning

confidence: 99%

Instrumentos de avaliação de leitura em adultos: um estudo psicométrico

et al. 2016

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Purpose: to investigate the psychometric properties of a performance test to assess word recognition and a self-reported checklist of reading difficulties/dyslexia indicators in a sample of adults. Methods: participants were 54 subjects, aged 18 to 57 years (M = 24.16, SD = 7.34), with completed high school or attending graduation. The evaluations were performed using the Computerized Test of Word Reading Competence for Adults (TCLP-2) and the self-report questionnaire Adult Dyslexia Checklist (ADC). Results: performance differences were not observed depending on education and gender. The response time was smaller in the Correct items of the TCLP-2 in relation to the other items (inversion, phonological change, misspelling and homophone non-word). 18.5% of participants reported more difficulties in ADC. Analysis of extreme groups showed that participants with higher scores/more difficulties in ADC performed worse in the Correct items of the TCLP-2. Factor analysis returned only factor solution for TCLP-2 items. Precision data were suitable to both instruments, with Spearman-Brown and Cronbach's alpha values greater than 0.70. Relationships, low to moderate, were observed between the two instruments, providing validity evidence to both. Conclusion: the study showed psychometric data for two instruments of reading assessment in adults. Both showed satisfactory reliability indices and validity evidences in relation to other variables. Faced with the lack of standardized instruments for assessing reading in adults in the national context, the study extends its contribution to the future instrumentalization of this area. RESUMOObjetivo: investigar as propriedades psicométricas de um teste de desempenho para avaliação de reconhecimento de palavras e de um checklist de autorrelato de dificuldades de leitura/indicadores de dislexia, em uma amostra de adultos. Métodos: foram avaliados 54 sujeitos, idades entre 18 e 57 anos (M=24,16; DP = 7,34), com Ensino Médio completo ou cursando a graduação. As avaliações foram realizadas utilizando o Teste Computadorizado de Competência de Leitura de Palavras para Adultos (TCLP-2) e o questionário de autorrelato Adult Dyslexia Checklist (ADC). Resultados: não foram observadas diferenças de desempenho em função da escolaridade e do gênero. O tempo de resposta foi menor no julgamento dos itens Corretos do TCLP-2 em relação aos itens incorretos (inversão, troca fonológica, erro ortográfico e pseudopalavra homófona). 18,5% dos participantes relataram dificuldades mais severas no ADC. Análise de grupos extremos mostrou que participantes com maiores pontuações/dificuldades no ADC tiveram pior desempenho nos itens Corretos do TCLP-2. Análise fatorial retornou solução com fator único para tipos de itens do TCLP-2. Dados de precisão se mostraram adequados para ambos os instrumentos, com valores de Spearman-Brown e alfa de Cronbach maiores que 0,70. Relações de baixa a moderadas foram observadas entre os dois instrumentos, provendo evidências de validade a ambos.Conclusão: o estudo apresentou d...

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“…There are several instruments focused on the evaluation and intervention of reading comprehension in individuals with typical development and/or with reading and writing difficulties (7) . Two of these instruments were used in this study: the Cloze technique and the Responses to Reading Comprehension Questions, presented ahead.…”

Section: Introductionmentioning

confidence: 99%

Compreensão de leitura em disléxicos após programa de intervenção

Martins

Cárnio

2020

CoDAS

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RESUMO Objetivo Elaborar um programa terapêutico fonoaudiológico e verificar seus efeitos na compreensão de leitura de escolares disléxicos. Método Participaram do estudo onze escolares de 4º e 5° anos do ensino fundamental, diagnosticados com Dislexia do Desenvolvimento, com idades entre nove e onze anos, sendo oito meninos. Todos foram submetidos ao programa terapêutico fonoaudiológico com 16 sessões, divididas em quatro níveis de complexidade. Em cada sessão, foram utilizados um texto adaptado com a Técnica de Cloze e tarefas de Compreensão Textual e Ortografia. Os sujeitos realizaram avaliação da compreensão leitora no pré e no pós-teste com um texto do Teste de Compreensão Leitora de Textos Expositivos, adaptado com a Técnica de Cloze estrutural sem apoio, seguido da Avaliação dos Níveis de Compreensão de Leitura. Resultados Os sujeitos apresentaram melhor desempenho na compreensão leitora no pós-teste, tanto no preenchimento do texto adaptado com a Técnica de Cloze e nas respostas às Perguntas de Compreensão Textual quanto no nível de compreensão de leitura atingido. Conclusão O programa elaborado gerou melhor desempenho na compreensão leitora dos escolares disléxicos e na motivação para a leitura. A Técnica de Cloze e as Perguntas de Compreensão Textual foram instrumentos úteis para desenvolver e apontar mudanças na compreensão de leitura dos sujeitos desta pesquisa. Trata-se de estudo relevante, por elaborar e verificar os efeitos de um programa específico de remediação para disléxicos, com uma proposta de aplicação de textos usando a Técnica de Cloze e aliando-a a outras tarefas diversificadas de compreensão de leitura textual e ortografia.

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Avaliação da Leitura no Brasil: Revisão da Literatura no Recorte 2009‑2013

Abstract: psicologia.v18n1p113-128. Sistema de avaliação: às cegas por pares (double blind review).

Cited by 7 publications

References 13 publications

Phonological awareness and early reading and writing abilities in early childhood education: preliminary normative data

Phonological awareness and early reading and writing abilities in early childhood education: preliminary normative data

Instrumentos de avaliação de leitura em adultos: um estudo psicométrico

Compreensão de leitura em disléxicos após programa de intervenção

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