Efeitos de um programa de remediação fonológica nas habilidades de leitura e escrita em alunos com Síndrome de Down
Autor(a) principal: | |
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Data de Publicação: | 2009 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/3004 |
Resumo: | Many studies show the importance of remediation programs to improve phonological skills of reading and writing, however few are concerned with results that could be found in students with Down syndrome. Thus, the main objective of the present study was to determine the effectiveness of the program for phonological remediation in the levels of reading and writing in students with the syndrome. The specific objectives were to verify students performance on phonological awareness and abilities on reading and writing. Eight students, with a diagnosis of Down syndrome considered literate by their teachers, participated of the study. They were divided into two groups: experimental group (EG) and control group of expected (CG). The study was conducted in schools where the participants were enrolled and involved three phases: pre-test, intervention and post-test. A design of various groups and tools for selection and characterization of the participants, as well as the measuring the effectiveness of the intervention program, was used. During intervention a Phonological Remediation Program was used and consisted of 8 stages: grapheme-phoneme correspondence 1, Breakdown of phonemes in syllables; Classification pairs words; Breakdown of phonemes in words; graphemephoneme correspondence 2; Identification of phoneme; Segmentation of phoneme and suppression of phoneme. Data analysis were made by comparing the performance of participants in the pre-and post-test. The results demonstrated that the Phonological Remediation Program was effective for students with Down syndrome, since it allowed improvement in the performance in tests of phonological awareness, reading aloud and writing under dictation of by eight students when compared to pre and post test situations. It was concluded that besides being effective, the program is easy to apply and of easy understanding by this population, and provides favorable results in a short period of time. Its application by the teachers of Down syndrome students is important to facilitate reading and writing learning. |
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Sás, Roberta MorenoAlmeida, Maria Améliahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4797738E5http://lattes.cnpq.br/30574910346985445c15b79a-b2cd-4901-9737-99f4a985dc0c2016-06-02T19:46:03Z2009-07-142016-06-02T19:46:03Z2009-02-04SÁS, Roberta Moreno. Efeitos de um programa de remediação fonológica nas habilidades de leitura e escrita em alunos com Síndrome de Down. 2009. 132 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009.https://repositorio.ufscar.br/handle/ufscar/3004Many studies show the importance of remediation programs to improve phonological skills of reading and writing, however few are concerned with results that could be found in students with Down syndrome. Thus, the main objective of the present study was to determine the effectiveness of the program for phonological remediation in the levels of reading and writing in students with the syndrome. The specific objectives were to verify students performance on phonological awareness and abilities on reading and writing. Eight students, with a diagnosis of Down syndrome considered literate by their teachers, participated of the study. They were divided into two groups: experimental group (EG) and control group of expected (CG). The study was conducted in schools where the participants were enrolled and involved three phases: pre-test, intervention and post-test. A design of various groups and tools for selection and characterization of the participants, as well as the measuring the effectiveness of the intervention program, was used. During intervention a Phonological Remediation Program was used and consisted of 8 stages: grapheme-phoneme correspondence 1, Breakdown of phonemes in syllables; Classification pairs words; Breakdown of phonemes in words; graphemephoneme correspondence 2; Identification of phoneme; Segmentation of phoneme and suppression of phoneme. Data analysis were made by comparing the performance of participants in the pre-and post-test. The results demonstrated that the Phonological Remediation Program was effective for students with Down syndrome, since it allowed improvement in the performance in tests of phonological awareness, reading aloud and writing under dictation of by eight students when compared to pre and post test situations. It was concluded that besides being effective, the program is easy to apply and of easy understanding by this population, and provides favorable results in a short period of time. Its application by the teachers of Down syndrome students is important to facilitate reading and writing learning.Muitos estudos mostram a importância dos programas de remediação fonológica para melhorar as habilidades de leitura e escrita; no entanto, poucos se preocupam com os resultados que poderiam ser encontrados em alunos com Síndrome de Down. Desta forma, o presente estudo teve como objetivo geral verificar a eficácia do programa de remediação fonológica nos níveis de leitura e escrita em alunos com a referida síndrome, e como objetivo específico observar o desempenho destes nas habilidades de consciência fonológica, leitura e escrita. Participaram do estudo oito alunos com diagnóstico da Síndrome de Down em fase alfabética de aprendizagem da escrita. Eles foram divididos em dois grupos: Grupo Experimental (GE) e Grupo Controle de Espera (GC). O estudo aconteceu nas escolas onde os participantes estavam matriculados e envolveu três fases: pré-teste, intervenção e pós-teste. Foi utilizado o delineamento de grupos e instrumentos variados para seleção e caracterização dos participantes e mensuração da eficácia do programa de intervenção. Na intervenção, foi empregue o programa de remediação fonológica, constituído de oito etapas (correspondência grafema fonema 1, discriminação de fonemas em sílabas, classificação de palavras pares, discriminação de fonemas em palavras, correspondência grafema fonema 2, identificação de fonema, segmentação de fonema e supressão de fonema). A análise dos dados se deu por meio da comparação do desempenho dos participantes no pré-teste e no pós-teste. Os resultados demonstraram que o programa de remediação fonológica foi eficaz para escolares com Síndrome de Down, pois possibilitou melhora no desempenho dos oito alunos nas provas de consciência fonológica, leitura em voz alta e escrita sob ditado, quando comparadas às situações de pré e pós-teste. Concluiu-se que, além de eficaz, o programa é de fácil aplicabilidade e entendimento por parte desta população, proporcionando resultados favoráveis em um curto período de tempo. Sua aplicação, por parte das professoras de alunos com a referida síndrome, é importante para o auxílio à aprendizagem da leitura e da escrita.Universidade Federal de Sao Carlosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarBRConsciência fonológicaDown, Síndrome deLeitura e escritaEducação especialRemediação fonológicaCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALEfeitos de um programa de remediação fonológica nas habilidades de leitura e escrita em alunos com Síndrome de Downinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-10f8596ac-a905-4070-851b-9f11cbadabf3info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL2278.pdfapplication/pdf552360https://repositorio.ufscar.br/bitstream/ufscar/3004/1/2278.pdf48a40c65ef0f91410291ec7ed9ad817aMD51THUMBNAIL2278.pdf.jpg2278.pdf.jpgIM Thumbnailimage/jpeg5989https://repositorio.ufscar.br/bitstream/ufscar/3004/2/2278.pdf.jpgf35bc4c1a7cb94d3e8c8d4c8bfabaa80MD52ufscar/30042023-09-18 18:30:53.589oai:repositorio.ufscar.br:ufscar/3004Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:30:53Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Efeitos de um programa de remediação fonológica nas habilidades de leitura e escrita em alunos com Síndrome de Down |
title |
Efeitos de um programa de remediação fonológica nas habilidades de leitura e escrita em alunos com Síndrome de Down |
spellingShingle |
Efeitos de um programa de remediação fonológica nas habilidades de leitura e escrita em alunos com Síndrome de Down Sás, Roberta Moreno Consciência fonológica Down, Síndrome de Leitura e escrita Educação especial Remediação fonológica CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
title_short |
Efeitos de um programa de remediação fonológica nas habilidades de leitura e escrita em alunos com Síndrome de Down |
title_full |
Efeitos de um programa de remediação fonológica nas habilidades de leitura e escrita em alunos com Síndrome de Down |
title_fullStr |
Efeitos de um programa de remediação fonológica nas habilidades de leitura e escrita em alunos com Síndrome de Down |
title_full_unstemmed |
Efeitos de um programa de remediação fonológica nas habilidades de leitura e escrita em alunos com Síndrome de Down |
title_sort |
Efeitos de um programa de remediação fonológica nas habilidades de leitura e escrita em alunos com Síndrome de Down |
author |
Sás, Roberta Moreno |
author_facet |
Sás, Roberta Moreno |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/3057491034698544 |
dc.contributor.author.fl_str_mv |
Sás, Roberta Moreno |
dc.contributor.advisor1.fl_str_mv |
Almeida, Maria Amélia |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4797738E5 |
dc.contributor.authorID.fl_str_mv |
5c15b79a-b2cd-4901-9737-99f4a985dc0c |
contributor_str_mv |
Almeida, Maria Amélia |
dc.subject.por.fl_str_mv |
Consciência fonológica Down, Síndrome de Leitura e escrita Educação especial Remediação fonológica |
topic |
Consciência fonológica Down, Síndrome de Leitura e escrita Educação especial Remediação fonológica CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
description |
Many studies show the importance of remediation programs to improve phonological skills of reading and writing, however few are concerned with results that could be found in students with Down syndrome. Thus, the main objective of the present study was to determine the effectiveness of the program for phonological remediation in the levels of reading and writing in students with the syndrome. The specific objectives were to verify students performance on phonological awareness and abilities on reading and writing. Eight students, with a diagnosis of Down syndrome considered literate by their teachers, participated of the study. They were divided into two groups: experimental group (EG) and control group of expected (CG). The study was conducted in schools where the participants were enrolled and involved three phases: pre-test, intervention and post-test. A design of various groups and tools for selection and characterization of the participants, as well as the measuring the effectiveness of the intervention program, was used. During intervention a Phonological Remediation Program was used and consisted of 8 stages: grapheme-phoneme correspondence 1, Breakdown of phonemes in syllables; Classification pairs words; Breakdown of phonemes in words; graphemephoneme correspondence 2; Identification of phoneme; Segmentation of phoneme and suppression of phoneme. Data analysis were made by comparing the performance of participants in the pre-and post-test. The results demonstrated that the Phonological Remediation Program was effective for students with Down syndrome, since it allowed improvement in the performance in tests of phonological awareness, reading aloud and writing under dictation of by eight students when compared to pre and post test situations. It was concluded that besides being effective, the program is easy to apply and of easy understanding by this population, and provides favorable results in a short period of time. Its application by the teachers of Down syndrome students is important to facilitate reading and writing learning. |
publishDate |
2009 |
dc.date.available.fl_str_mv |
2009-07-14 2016-06-02T19:46:03Z |
dc.date.issued.fl_str_mv |
2009-02-04 |
dc.date.accessioned.fl_str_mv |
2016-06-02T19:46:03Z |
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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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publishedVersion |
dc.identifier.citation.fl_str_mv |
SÁS, Roberta Moreno. Efeitos de um programa de remediação fonológica nas habilidades de leitura e escrita em alunos com Síndrome de Down. 2009. 132 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/3004 |
identifier_str_mv |
SÁS, Roberta Moreno. Efeitos de um programa de remediação fonológica nas habilidades de leitura e escrita em alunos com Síndrome de Down. 2009. 132 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2009. |
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https://repositorio.ufscar.br/handle/ufscar/3004 |
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