Early reading assessment instruments: abilities and processes involved
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Signum: Estudos da Linguagem |
Texto Completo: | https://ojs.uel.br/revistas/uel/index.php/signum/article/view/22981 |
Resumo: | This study investigated the following early reading assessment instruments: “Bateria de Recepção e Produção da Linguagem Verbal” (SCLIAR-CABRAL, 2003a) and “Teste de Competência de Leitura de Palavras e Pseudopalavras” (SEABRA-CAPOVILLA, 2010). The main research goal is to analyze in each one of the reading assessment instruments some of the multiple cognitive processes and basic low-level abilities involved in reading. Decoding, word recognition, lexical access, syntactic and textual processing, and comprehension are the cognitive processes taken into account. As regard basic reading abilities, fluency, considering rhythm, prosody and speed, and accuracy are considered. The results indicate that each one of the analyzed reading assessment instruments assesses different aspects of the reading processes and abilities, through off-line measures. Scliar-Cabral’s assessment battery allows the researcher or the teacher to evaluate the following processes: the grapheme opposition in minimal pairs of words and in sentences, and the identification of difficulties in sentence processing, in decoding the graphemic-phonemic relationship, and in textual comprehension. In its turn, the reading assessment instrument proposed by Seabra and Capovilla, allows one to evaluate student’s reading development level, by classifying the kind of processing as logographic, alphabetic or orthographic. |
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Early reading assessment instruments: abilities and processes involvedInstrumentos de avaliação de leitura em fase inicial: habilidades e processos envolvidosAvaliação de leituraProcessamento da linguagemHabilidades básicas de leituraAvaliação em leitura inicialThis study investigated the following early reading assessment instruments: “Bateria de Recepção e Produção da Linguagem Verbal” (SCLIAR-CABRAL, 2003a) and “Teste de Competência de Leitura de Palavras e Pseudopalavras” (SEABRA-CAPOVILLA, 2010). The main research goal is to analyze in each one of the reading assessment instruments some of the multiple cognitive processes and basic low-level abilities involved in reading. Decoding, word recognition, lexical access, syntactic and textual processing, and comprehension are the cognitive processes taken into account. As regard basic reading abilities, fluency, considering rhythm, prosody and speed, and accuracy are considered. The results indicate that each one of the analyzed reading assessment instruments assesses different aspects of the reading processes and abilities, through off-line measures. Scliar-Cabral’s assessment battery allows the researcher or the teacher to evaluate the following processes: the grapheme opposition in minimal pairs of words and in sentences, and the identification of difficulties in sentence processing, in decoding the graphemic-phonemic relationship, and in textual comprehension. In its turn, the reading assessment instrument proposed by Seabra and Capovilla, allows one to evaluate student’s reading development level, by classifying the kind of processing as logographic, alphabetic or orthographic. Este estudo se constitui como uma análise e discussão de instrumentos de avaliação de leitura inicial: “Bateria de Recepção e Produção da Linguagem Verbal” (SCLIAR-CABRAL, 2003a) e “Teste de Competência de Leitura de Palavras e Pseudopalavras” (SEABRA-CAPOVILLA, 2010). O principal objetivo é analisar questões relativas a alguns dos múltiplos processos cognitivos (decodificação, reconhecimento de palavras e acesso lexical, processamento sintático e textual, e compreensão) e habilidades básicas de leitura (fluência – ritmo, prosódia, velocidade – e exatidão) nos instrumentos. Concluímos que os instrumentos analisados, ainda que avaliem leitura em fase inicial através de medidas desconectadas (off-line), o fazem com base em diferentes aspectos. Enquanto a Bateria de Recepção e Produção da Linguagem Verbal permite verificar habilidades de percepção de oposição entre grafemas em pares mínimos e em frases, dificuldades no processamento de frases, habilidades de decodificação grafêmico-fonológica e compreensão textual, o Teste de Competência de Leitura de Palavras e Pseudopalavras permite verificar o estágio de desenvolvimento de leitura, a partir da classificação do processamento do sujeito avaliado como logográfico, alfabético ou ortográfico.UEL2017-05-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/2298110.5433/2237-4876.2017v20n1p110Signum: Estudos da Linguagem; Vol. 20 No. 1 (2017): Volume Atemático; 110-135Signum: Estudos da Linguagem; v. 20 n. 1 (2017): Volume Atemático; 110-1352237-4876reponame:Signum: Estudos da Linguageminstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/22981/20857Copyright (c) 2017 Signum: Estudos da Linguagemhttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessWeirich, Helena Cristinade Souza, Ana Cláudia2022-11-16T18:12:33Zoai:ojs.pkp.sfu.ca:article/22981Revistahttps://www.uel.br/revistas/uel/index.php/signumPUBhttps://www.uel.br/revistas/uel/index.php/signum/oai||signum@uel.br2237-48761516-3083opendoar:2022-11-16T18:12:33Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
Early reading assessment instruments: abilities and processes involved Instrumentos de avaliação de leitura em fase inicial: habilidades e processos envolvidos |
title |
Early reading assessment instruments: abilities and processes involved |
spellingShingle |
Early reading assessment instruments: abilities and processes involved Weirich, Helena Cristina Avaliação de leitura Processamento da linguagem Habilidades básicas de leitura Avaliação em leitura inicial |
title_short |
Early reading assessment instruments: abilities and processes involved |
title_full |
Early reading assessment instruments: abilities and processes involved |
title_fullStr |
Early reading assessment instruments: abilities and processes involved |
title_full_unstemmed |
Early reading assessment instruments: abilities and processes involved |
title_sort |
Early reading assessment instruments: abilities and processes involved |
author |
Weirich, Helena Cristina |
author_facet |
Weirich, Helena Cristina de Souza, Ana Cláudia |
author_role |
author |
author2 |
de Souza, Ana Cláudia |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Weirich, Helena Cristina de Souza, Ana Cláudia |
dc.subject.por.fl_str_mv |
Avaliação de leitura Processamento da linguagem Habilidades básicas de leitura Avaliação em leitura inicial |
topic |
Avaliação de leitura Processamento da linguagem Habilidades básicas de leitura Avaliação em leitura inicial |
description |
This study investigated the following early reading assessment instruments: “Bateria de Recepção e Produção da Linguagem Verbal” (SCLIAR-CABRAL, 2003a) and “Teste de Competência de Leitura de Palavras e Pseudopalavras” (SEABRA-CAPOVILLA, 2010). The main research goal is to analyze in each one of the reading assessment instruments some of the multiple cognitive processes and basic low-level abilities involved in reading. Decoding, word recognition, lexical access, syntactic and textual processing, and comprehension are the cognitive processes taken into account. As regard basic reading abilities, fluency, considering rhythm, prosody and speed, and accuracy are considered. The results indicate that each one of the analyzed reading assessment instruments assesses different aspects of the reading processes and abilities, through off-line measures. Scliar-Cabral’s assessment battery allows the researcher or the teacher to evaluate the following processes: the grapheme opposition in minimal pairs of words and in sentences, and the identification of difficulties in sentence processing, in decoding the graphemic-phonemic relationship, and in textual comprehension. In its turn, the reading assessment instrument proposed by Seabra and Capovilla, allows one to evaluate student’s reading development level, by classifying the kind of processing as logographic, alphabetic or orthographic. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-05-06 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/22981 10.5433/2237-4876.2017v20n1p110 |
url |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/22981 |
identifier_str_mv |
10.5433/2237-4876.2017v20n1p110 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/22981/20857 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Signum: Estudos da Linguagem http://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Signum: Estudos da Linguagem http://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UEL |
publisher.none.fl_str_mv |
UEL |
dc.source.none.fl_str_mv |
Signum: Estudos da Linguagem; Vol. 20 No. 1 (2017): Volume Atemático; 110-135 Signum: Estudos da Linguagem; v. 20 n. 1 (2017): Volume Atemático; 110-135 2237-4876 reponame:Signum: Estudos da Linguagem instname:Universidade Estadual de Londrina (UEL) instacron:UEL |
instname_str |
Universidade Estadual de Londrina (UEL) |
instacron_str |
UEL |
institution |
UEL |
reponame_str |
Signum: Estudos da Linguagem |
collection |
Signum: Estudos da Linguagem |
repository.name.fl_str_mv |
Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL) |
repository.mail.fl_str_mv |
||signum@uel.br |
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1799305963449090048 |