Promocão do letramento emergente de crianças com Síndrome de Down
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/8045 |
Resumo: | The literature highlights the importance of Emerging Literacy and the development of knowledge about writing and its functions acquired by children in the period of early childhood education for success in literacy. The research shows that, through contacts with actions of reading and writing conducted by adults, young children with typical development and non-typical develop: 1) interest in books; 2) interest in stories read by the adult; 3) active participation while reading; 4) knowledge about the book handling; 5) direction of reading; 6) concepts about writing conventions; 7) distinction between written and unwritten; 8) functions of writing; 9) recognition of global and common words in the environment; 10) recognition of the first name; 11) reading pretends; 12) tracing and evidence of the alphabetic foundation. The main objective of the study was to examine the development of knowledge, skills and attitudes of the emerging literacy of students with intellectual disabilities exposed to a contact experience with reading books and encouragement to participate in activities that stimulated the different components of emergent literacy. This study is characterized as a single subject design. Study participants were two students with intellectual disabilities and Down syndrome attending the resource room of a public school in ordinary school with kindergarten rooms. The activities were conducted individually by the proposer of the study. Participant 1 had the opportunity to participate in 15 sessions of weekly activities and Participant 2 in 11 stimulating sessions, of different components of emerging literacy. As a result of the program, the study participants were able to become familiar with the components of emergent literacy through shared reading, the autonomy to choose the books, hear a variety of stories with effective participation, and participation in activities that contributed to the understanding of conditions which appears necessary for the acquisition of emergent literacy components occurred during the sessions. The participants demonstrated a reduced evolution relative to the emerging literacy regarding the writing activities, which were not present in the repertoire of the participants at the beginning of the intervention.They identify conditions that may have contributed to the results that were not consistent with results obtained in similar studies. |
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Dias, Mirian Vieira BatistaRose, Tânia Maria Santana dehttp://lattes.cnpq.br/3726292298571344http://lattes.cnpq.br/883104073982503925449da4-057b-4bf9-9551-cb98ec98b2302016-10-20T19:24:34Z2016-10-20T19:24:34Z2016-05-30DIAS, Mirian Vieira Batista. Promocão do letramento emergente de crianças com Síndrome de Down. 2016. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8045.https://repositorio.ufscar.br/handle/ufscar/8045The literature highlights the importance of Emerging Literacy and the development of knowledge about writing and its functions acquired by children in the period of early childhood education for success in literacy. The research shows that, through contacts with actions of reading and writing conducted by adults, young children with typical development and non-typical develop: 1) interest in books; 2) interest in stories read by the adult; 3) active participation while reading; 4) knowledge about the book handling; 5) direction of reading; 6) concepts about writing conventions; 7) distinction between written and unwritten; 8) functions of writing; 9) recognition of global and common words in the environment; 10) recognition of the first name; 11) reading pretends; 12) tracing and evidence of the alphabetic foundation. The main objective of the study was to examine the development of knowledge, skills and attitudes of the emerging literacy of students with intellectual disabilities exposed to a contact experience with reading books and encouragement to participate in activities that stimulated the different components of emergent literacy. This study is characterized as a single subject design. Study participants were two students with intellectual disabilities and Down syndrome attending the resource room of a public school in ordinary school with kindergarten rooms. The activities were conducted individually by the proposer of the study. Participant 1 had the opportunity to participate in 15 sessions of weekly activities and Participant 2 in 11 stimulating sessions, of different components of emerging literacy. As a result of the program, the study participants were able to become familiar with the components of emergent literacy through shared reading, the autonomy to choose the books, hear a variety of stories with effective participation, and participation in activities that contributed to the understanding of conditions which appears necessary for the acquisition of emergent literacy components occurred during the sessions. The participants demonstrated a reduced evolution relative to the emerging literacy regarding the writing activities, which were not present in the repertoire of the participants at the beginning of the intervention.They identify conditions that may have contributed to the results that were not consistent with results obtained in similar studies.A literatura mostra a importância que os conhecimentos sobre a escrita e suas funções adquiridos pelas crianças pequenas têm para o sucesso na aquisição das aprendizagens de leitura e escrita requeridas nas séries iniciais do Ensino Fundamental. O presente estudo insere-se em uma linha de pesquisa que tem procurado investigar condições para promoção do letramento emergente de alunos com deficiência intelectual. Pesquisas têm mostrado que, por meio de contatos com atos de leitura e escrita conduzidos pelos adultos ao longo do período de educação infantil, crianças com ou sem deficiência vão aprendendo sobre os componentes da Escala de Letramento Emergente, sendo eles: 1) interesse por livros; 2) interesse durante a leitura de histórias feita pelo adulto; 3) participação ativa durante a leitura; 4) conhecimento sobre o manuseio do livro; 5) orientação da leitura; 6) conceitos sobre escrita; 7) relação entre a palavra falada e a escrita; 8) funções da escrita; 9) reconhecimento de palavras globais e comuns no ambiente; 10) reconhecimento do primeiro nome; 11) leitura de faz de conta; 12) traçado e evidência do princípio alfabético. O objetivo principal do estudo foi examinar e analisar o desempenho de alunas com deficiência intelectual da educação infantil, após intervenção planejada pautada nos componentes básicos do letramento emergente. O estudo foi caracterizado como delineamento de sujeito único. Foram participantes do estudo duas alunas com deficiência intelectual e síndrome de Down que frequentavam a sala de recursos de uma escola pública de ensino comum, com salas de educação infantil. A participante 1 teve oportunidade de participar em 15 sessões de atividades semanais e a Participante 2, em 11 sessões de estimulação, dos diferentes componentes de letramento emergente. O programa foi aplicado individualmente pela pesquisadora responsável pelo estudo a partir de uma avaliação inicial (pré-teste) e avaliação final (pós-teste). Foi aplicada uma escala para avaliação dos componentes do letramento emergente no início e no final da intervenção. Como resultado do programa, as participantes do estudo puderam se familiarizar com os componentes do letramento emergente por meio da leitura compartilhada, da autonomia para escolha dos livros, em ouvir uma diversidade de histórias com participação efetiva, e a participação em atividades que contribuíram para o entendimento de condições que se mostram necessárias à aquisição dos componentes do letramento emergente ocorridos ao longo das sessões. As participantes demonstraram uma evolução reduzida em relação ao domínio dos componentes do letramento emergente no que tange as atividades escrita, e que ainda não estavam presentes no repertório das participantes no início da intervenção. Identificam-se condições que possam ter contribuído para que esses resultados relacionados a escrita não fossem consistentes com os resultados obtidos em estudos semelhantes.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarEducação especialLetramento emergenteEducação infantilSíndrome de DownSpecial educationEmergent literacyChild educationDown's SyndromeCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOPromocão do letramento emergente de crianças com Síndrome de DownLiteracy promotion of children's emerging with down syndromeinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisOnline600600c040ab94-c680-4a4b-8f26-10a486b29a1cinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissMVBD.pdfDissMVBD.pdfapplication/pdf2763464https://repositorio.ufscar.br/bitstream/ufscar/8045/1/DissMVBD.pdf4692f425e6ccc42d8835f1ccdf534668MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-81957https://repositorio.ufscar.br/bitstream/ufscar/8045/2/license.txtae0398b6f8b235e40ad82cba6c50031dMD52TEXTDissMVBD.pdf.txtDissMVBD.pdf.txtExtracted texttext/plain308252https://repositorio.ufscar.br/bitstream/ufscar/8045/3/DissMVBD.pdf.txtfd7191c747329573b6499a060d2fa28fMD53THUMBNAILDissMVBD.pdf.jpgDissMVBD.pdf.jpgIM Thumbnailimage/jpeg5846https://repositorio.ufscar.br/bitstream/ufscar/8045/4/DissMVBD.pdf.jpg11e0c7de1d58c7444d8d8806ed77f166MD54ufscar/80452023-09-18 18:31:03.472oai:repositorio.ufscar.br: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Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:03Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Promocão do letramento emergente de crianças com Síndrome de Down |
dc.title.alternative.eng.fl_str_mv |
Literacy promotion of children's emerging with down syndrome |
title |
Promocão do letramento emergente de crianças com Síndrome de Down |
spellingShingle |
Promocão do letramento emergente de crianças com Síndrome de Down Dias, Mirian Vieira Batista Educação especial Letramento emergente Educação infantil Síndrome de Down Special education Emergent literacy Child education Down's Syndrome CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Promocão do letramento emergente de crianças com Síndrome de Down |
title_full |
Promocão do letramento emergente de crianças com Síndrome de Down |
title_fullStr |
Promocão do letramento emergente de crianças com Síndrome de Down |
title_full_unstemmed |
Promocão do letramento emergente de crianças com Síndrome de Down |
title_sort |
Promocão do letramento emergente de crianças com Síndrome de Down |
author |
Dias, Mirian Vieira Batista |
author_facet |
Dias, Mirian Vieira Batista |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/8831040739825039 |
dc.contributor.author.fl_str_mv |
Dias, Mirian Vieira Batista |
dc.contributor.advisor1.fl_str_mv |
Rose, Tânia Maria Santana de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3726292298571344 |
dc.contributor.authorID.fl_str_mv |
25449da4-057b-4bf9-9551-cb98ec98b230 |
contributor_str_mv |
Rose, Tânia Maria Santana de |
dc.subject.por.fl_str_mv |
Educação especial Letramento emergente Educação infantil Síndrome de Down |
topic |
Educação especial Letramento emergente Educação infantil Síndrome de Down Special education Emergent literacy Child education Down's Syndrome CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Special education Emergent literacy Child education Down's Syndrome |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
The literature highlights the importance of Emerging Literacy and the development of knowledge about writing and its functions acquired by children in the period of early childhood education for success in literacy. The research shows that, through contacts with actions of reading and writing conducted by adults, young children with typical development and non-typical develop: 1) interest in books; 2) interest in stories read by the adult; 3) active participation while reading; 4) knowledge about the book handling; 5) direction of reading; 6) concepts about writing conventions; 7) distinction between written and unwritten; 8) functions of writing; 9) recognition of global and common words in the environment; 10) recognition of the first name; 11) reading pretends; 12) tracing and evidence of the alphabetic foundation. The main objective of the study was to examine the development of knowledge, skills and attitudes of the emerging literacy of students with intellectual disabilities exposed to a contact experience with reading books and encouragement to participate in activities that stimulated the different components of emergent literacy. This study is characterized as a single subject design. Study participants were two students with intellectual disabilities and Down syndrome attending the resource room of a public school in ordinary school with kindergarten rooms. The activities were conducted individually by the proposer of the study. Participant 1 had the opportunity to participate in 15 sessions of weekly activities and Participant 2 in 11 stimulating sessions, of different components of emerging literacy. As a result of the program, the study participants were able to become familiar with the components of emergent literacy through shared reading, the autonomy to choose the books, hear a variety of stories with effective participation, and participation in activities that contributed to the understanding of conditions which appears necessary for the acquisition of emergent literacy components occurred during the sessions. The participants demonstrated a reduced evolution relative to the emerging literacy regarding the writing activities, which were not present in the repertoire of the participants at the beginning of the intervention.They identify conditions that may have contributed to the results that were not consistent with results obtained in similar studies. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-10-20T19:24:34Z |
dc.date.available.fl_str_mv |
2016-10-20T19:24:34Z |
dc.date.issued.fl_str_mv |
2016-05-30 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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dc.identifier.citation.fl_str_mv |
DIAS, Mirian Vieira Batista. Promocão do letramento emergente de crianças com Síndrome de Down. 2016. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8045. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/8045 |
identifier_str_mv |
DIAS, Mirian Vieira Batista. Promocão do letramento emergente de crianças com Síndrome de Down. 2016. Dissertação (Mestrado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2016. Disponível em: https://repositorio.ufscar.br/handle/ufscar/8045. |
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https://repositorio.ufscar.br/handle/ufscar/8045 |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação em Educação Especial - PPGEEs |
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Universidade Federal de São Carlos Câmpus São Carlos |
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