Estratégias metacognitivas de leitura de crianças com distúrbio de aprendizagem

Nicolielo-Carrilho, Ana Paola; Hage, Simone Rocha de Vasconcellos

doi:10.1590/2317-1782/20172016091

Cited by 7 publications

(8 citation statements)

References 15 publications

(17 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Metacognitive abilities should be further analyzed, both by speech-language pathologists and by pedagogues in the classroom, since their use may aid in the evolution of text comprehension in children with learning difficulties. 18 …”

Section: Discussionmentioning

confidence: 99%

Relationship between phonological working memory, metacognitive skills and reading comprehension in children with learning disabilities

et al. 2018

Self Cite

View full text Add to dashboard Cite

Reading requires the activation of several cognitive processes, some of which are basic, e.g. recognizing letters and words, whereas others are complex, such as working memory and ability to think about one's own learning strategies. One condition for fulfilling a complex cognitive task, such as understanding a text, is the ability to maintain and process information, which depends on working memory.ObjectiveTo analyze the ability of using metacognitive strategies for reading, the phonological working memory of school children with learning disabilities, and also determine if there is relation between these skills and reading comprehension.MethodThe sample consisted of 30 school-age children and teenagers of both genders, aged 8 to 12 years, who were enrolled in primary school. They were divided in two groups, experimental (EG) and control (CG). All children were subjected to evaluation of reading comprehension, phonological working memory, and use of metacognitive skills for reading. The results were compared between groups through the Mann-Whitney test, and correlation between variables was analyzed through Spearman correlation test.ResultStatistical comparison between EG and CG showed statistically significant difference. Positive and effective correlation was observed between reading comprehension, phonological working memory and metacognitive tests.Conclusionchildren with learning disabilities presented deficits in phonological working memory and use of metacognitive strategies. The positive and effective correlation between the abilities analyzed suggests that failure in the phonological working memory and use of metacognitive strategies interfere with reading comprehension.

show abstract

Section: Discussionmentioning

confidence: 99%

Relationship between phonological working memory, metacognitive skills and reading comprehension in children with learning disabilities

et al. 2018

Self Cite

View full text Add to dashboard Cite

show abstract

“…Other psychological and psychiatric disorder in which there could be an impairment or dysfunctions in mentalization ability or ToM are for example ADHD ( 18 , 19 ), intellectual disability ( 20 ), externalizing disorders, also connected with high levels of callous-unemotional (CU) traits ( 21 ) and, especially regarding metacognition and metacognitive strategies, learning disabilities ( 22 ).…”

Section: Introductionmentioning

confidence: 99%

Metacognition and Headache: Which Is the Role in Childhood and Adolescence?

et al. 2017

View full text Add to dashboard Cite

Headache, in particular migraine, is one of the most frequent neurological symptoms in children and adolescents and it affects about 60% of children and adolescents all over the world. Headache can affect several areas of child’s functioning, such as school, physical activities, peer, and family relationship. The global and severe burden of this disease requires a multidisciplinary strategy and an effective treatment addressed all of the patient’s needs and based on cutting-edge scientific research. In recent years, research has focused on cognitive factors specifically in functions called metacognitive processes. Metacognition can be defined as the knowledge, beliefs, and cognitive processes involved in monitoring, control, and assessment of cognition. Metacognition seems to be closely related to the ability of theory of mind, the ability to infer, and reason about the mental states of other people in order to predict and explain own behavior. Recent studies found a relationship between metacognitive skills and anxiety, depression, motivation, academic performance, human social interactions, and stress symptoms. This relationship is very interesting for headache treatment, because these factors are the most commonly reported triggers in this disorder and there is a high comorbidity with anxiety and depression in children and adolescents with headache. So, headache and these comorbidities, in particular anxiety and depression, may have in common persistent and maladaptive patterns of thinking which are related to maladaptive metacognitive beliefs. Further research should assess metacognitive processes of children and adolescents with headache in order to increase their ability to control their own cognitive processes and consequently monitor factors which may trigger the attacks.

show abstract

“…Cognitive, emotional and behavioral aspects can interfere with the motivation to learn of children and adolescents, so that the environment, teacher motivation, and individual and group experiences permeate the knowledge acquisition processes (15,16) .…”

Section: Discussionmentioning

confidence: 99%

Motivação para aprender no ensino fundamental e a associação com aspectos individuais e contextuais

Fernandes

Lemos

2020

CoDAS

View full text Add to dashboard Cite

RESUMO Objetivo: verificar a associação entre motivação para aprender, qualidade de vida, autopercepção de saúde e recursos ambientais, escolares e comportamentais de estudantes do ensino fundamental de uma escola de financiamento privado. Método: estudo observacional, analítico e transversal realizado com 124 estudantes, que responderam aos instrumentos Caracterização dos Participantes, Escala de Motivação para a Aprendizagem, Autopercepção de Saúde, Questionário de Capacidades e Dificuldades e Questionário Pediátrico sobre Qualidade de Vida. O Critério de Classificação Econômica Brasil, a versão do Questionário Pediátrico sobre Qualidade de Vida para pais e o Inventário de Recursos do Ambiente Familiar foram respondidos pelos pais ou responsáveis. O desempenho escolar foi obtido pela média do aproveitamento nas disciplinas no período pesquisado. Foram realizadas análises descritiva, bivariada e multivariada para a avaliação da associação entre as variáveis resposta e explicativas. Resultados: a maioria dos participantes era do sexo feminino, pertencia à classe econômica A e avaliou sua saúde como boa ou excelente. O domínio Meta-aprender da Escala de Motivação para a Aprendizagem apresentou a maior média quando comparado aos outros domínios. A maioria dos estudantes apresentou desempenho bom ou muito bom e grande parte avaliou positivamente as três dimensões da qualidade de vida. A motivação para aprender mostrou-se associada à qualidade de vida, às capacidades dos adolescentes e à autopercepção de saúde. Conclusão: considerando a peculiaridade da adolescência e a complexidade do processo de aprendizagem e suas consequências, ressalta-se a importância dos pais e educadores no estímulo por aprender.

show abstract

Estratégias metacognitivas de leitura de crianças com distúrbio de aprendizagem

Cited by 7 publications

References 15 publications

Relationship between phonological working memory, metacognitive skills and reading comprehension in children with learning disabilities

Relationship between phonological working memory, metacognitive skills and reading comprehension in children with learning disabilities

Metacognition and Headache: Which Is the Role in Childhood and Adolescence?

Motivação para aprender no ensino fundamental e a associação com aspectos individuais e contextuais

Contact Info

Product

Resources

About