Desempenho de leitura e escrita de palavras isoladas e pseudopalavras de escolares do 3º ano
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/20163 |
Resumo: | Reading and writing learning, as well as students’ difficulties in this process, is a recurrent theme in Educational Speech-Language Pathology research and in other correlated areas. This research had the objective to describe and analyze Reading and writing performance of isolated words and pseudowords of 3º year students of Guaíba-RS municipal public educational system that had concluded PNAIC literacy cycle. We searched to describe and analyze reading and writing performance of isolated words and pseudowords of students, as well as preferential routes used by them. We selected 146 students from 15 schools, which were submitted to two reading and writing test batteries. Results were analyzed using descriptive statistics, multivariate analysis and correlation tests. Results indicated a great variability of evaluated students’ performance, both internally and between schools. Reading performance was higher, indicating a balance between both routes, especially in satisfactory assessment. Considering writing evaluation, results were below expected for 3d year, in literacy final phase. In these a predominance of phonological route was demonstrated, indicating a fail in systematization of Portuguese language teaching. Our results pointed to a necessity of school speech therapist to contribute to institutional diagnosis and for planning interventions on literacy process. |
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2020-11-25T09:58:32Z2020-11-25T09:58:32Z2017-09-29http://repositorio.ufsm.br/handle/1/20163Reading and writing learning, as well as students’ difficulties in this process, is a recurrent theme in Educational Speech-Language Pathology research and in other correlated areas. This research had the objective to describe and analyze Reading and writing performance of isolated words and pseudowords of 3º year students of Guaíba-RS municipal public educational system that had concluded PNAIC literacy cycle. We searched to describe and analyze reading and writing performance of isolated words and pseudowords of students, as well as preferential routes used by them. We selected 146 students from 15 schools, which were submitted to two reading and writing test batteries. Results were analyzed using descriptive statistics, multivariate analysis and correlation tests. Results indicated a great variability of evaluated students’ performance, both internally and between schools. Reading performance was higher, indicating a balance between both routes, especially in satisfactory assessment. Considering writing evaluation, results were below expected for 3d year, in literacy final phase. In these a predominance of phonological route was demonstrated, indicating a fail in systematization of Portuguese language teaching. Our results pointed to a necessity of school speech therapist to contribute to institutional diagnosis and for planning interventions on literacy process.Aprender a ler e escrever, bem como as dificuldades que os escolares enfrentam nesse processo, é um tema recorrente em pesquisas na Fonoaudiologia e em outras áreas correlatas. Dessa forma, esta pesquisa tem como objetivo descrever o desempenho de leitura e escrita de palavras isoladas e pseudopalavras de escolares do 3º ano da rede pública municipal de Guaíba/RS que concluíram o ciclo de alfabetização do PNAIC. Para tanto, buscou-se descrever e analisar o desempenho de leitura e escrita de palavras isoladas e pseudopalavras de escolares, bem como as rotas preferenciais utilizadas pelos mesmos. Foram selecionados 146 escolares de 15 escolas, os quais foram submetidos a dois testes, um de leitura e um de escrita. Os resultados foram analisados utilizando estatística descritiva, análise multivariada e testes de correlação. Os mesmos indicaram uma grande variabilidade de desempenho nos escolares avaliados, tanto numa mesma escola como entre elas. Observou-se que o desempenho foi superior na leitura, havendo indícios de um equilíbrio entre ambas as rotas, especialmente nos escolares com avaliação satisfatória. Com relação à avaliação da escrita, os resultados estiveram abaixo do esperado para escolares em fase final de alfabetização. Nesses, demonstrou-se um predomínio da rota fonológica, indicando uma falha de sistematização do ensino da língua portuguesa. Tais resultados apontam para a necessidade de o fonoaudiólogo escolar contribuir para o diagnóstico institucional e para o planejamento de intervenções no processo de alfabetização.porUniversidade Federal de Santa MariaCentro de Ciências da SaúdePrograma de Pós-Graduação em Distúrbios da Comunicação HumanaUFSMBrasilFonoaudiologiaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessLeituraEscritaAlfabetizaçãoReadingWritingLiteracyCNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIADesempenho de leitura e escrita de palavras isoladas e pseudopalavras de escolares do 3º anoReading and writing performance of isolated words and pseudowords of 3º year studentsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisKeske-Soares, Marciahttp://lattes.cnpq.br/2993790524055307Ceron, Marizete Ilhahttp://lattes.cnpq.br/5947087394553944Pagliarin, Karina Carlessohttp://lattes.cnpq.br/8613213743222996Salles, Jerusa Fumagalli dehttp://lattes.cnpq.br/0265690889456064http://lattes.cnpq.br/9138148826962050Prates, Ana Cristina Melo40070000000360073199fed-4459-4038-9c3f-a2ef60e08d9de39a9e41-9acf-4d4c-b463-eb6603bfc9d2424b0aa6-d717-473e-9376-3c9aa68cb886dbffb0c4-b967-4ec3-9cf8-868dc3ad0087153a5bd3-f2f5-4e06-841f-8fc37d1fbecfreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGDCH_2017_PRATES_ANA.pdfDIS_PPGDCH_2017_PRATES_ANA.pdfDissertação de Mestradoapplication/pdf2214804http://repositorio.ufsm.br/bitstream/1/20163/1/DIS_PPGDCH_2017_PRATES_ANA.pdfa31364975c6bdcd419c420dde916693fMD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Desempenho de leitura e escrita de palavras isoladas e pseudopalavras de escolares do 3º ano |
dc.title.alternative.eng.fl_str_mv |
Reading and writing performance of isolated words and pseudowords of 3º year students |
title |
Desempenho de leitura e escrita de palavras isoladas e pseudopalavras de escolares do 3º ano |
spellingShingle |
Desempenho de leitura e escrita de palavras isoladas e pseudopalavras de escolares do 3º ano Prates, Ana Cristina Melo Leitura Escrita Alfabetização Reading Writing Literacy CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA |
title_short |
Desempenho de leitura e escrita de palavras isoladas e pseudopalavras de escolares do 3º ano |
title_full |
Desempenho de leitura e escrita de palavras isoladas e pseudopalavras de escolares do 3º ano |
title_fullStr |
Desempenho de leitura e escrita de palavras isoladas e pseudopalavras de escolares do 3º ano |
title_full_unstemmed |
Desempenho de leitura e escrita de palavras isoladas e pseudopalavras de escolares do 3º ano |
title_sort |
Desempenho de leitura e escrita de palavras isoladas e pseudopalavras de escolares do 3º ano |
author |
Prates, Ana Cristina Melo |
author_facet |
Prates, Ana Cristina Melo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Keske-Soares, Marcia |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2993790524055307 |
dc.contributor.advisor-co1.fl_str_mv |
Ceron, Marizete Ilha |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/5947087394553944 |
dc.contributor.referee1.fl_str_mv |
Pagliarin, Karina Carlesso |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/8613213743222996 |
dc.contributor.referee2.fl_str_mv |
Salles, Jerusa Fumagalli de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/0265690889456064 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9138148826962050 |
dc.contributor.author.fl_str_mv |
Prates, Ana Cristina Melo |
contributor_str_mv |
Keske-Soares, Marcia Ceron, Marizete Ilha Pagliarin, Karina Carlesso Salles, Jerusa Fumagalli de |
dc.subject.por.fl_str_mv |
Leitura Escrita Alfabetização |
topic |
Leitura Escrita Alfabetização Reading Writing Literacy CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA |
dc.subject.eng.fl_str_mv |
Reading Writing Literacy |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA |
description |
Reading and writing learning, as well as students’ difficulties in this process, is a recurrent theme in Educational Speech-Language Pathology research and in other correlated areas. This research had the objective to describe and analyze Reading and writing performance of isolated words and pseudowords of 3º year students of Guaíba-RS municipal public educational system that had concluded PNAIC literacy cycle. We searched to describe and analyze reading and writing performance of isolated words and pseudowords of students, as well as preferential routes used by them. We selected 146 students from 15 schools, which were submitted to two reading and writing test batteries. Results were analyzed using descriptive statistics, multivariate analysis and correlation tests. Results indicated a great variability of evaluated students’ performance, both internally and between schools. Reading performance was higher, indicating a balance between both routes, especially in satisfactory assessment. Considering writing evaluation, results were below expected for 3d year, in literacy final phase. In these a predominance of phonological route was demonstrated, indicating a fail in systematization of Portuguese language teaching. Our results pointed to a necessity of school speech therapist to contribute to institutional diagnosis and for planning interventions on literacy process. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-09-29 |
dc.date.accessioned.fl_str_mv |
2020-11-25T09:58:32Z |
dc.date.available.fl_str_mv |
2020-11-25T09:58:32Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
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http://repositorio.ufsm.br/handle/1/20163 |
url |
http://repositorio.ufsm.br/handle/1/20163 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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400700000003 |
dc.relation.confidence.fl_str_mv |
600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências da Saúde |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Distúrbios da Comunicação Humana |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Fonoaudiologia |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências da Saúde |
dc.source.none.fl_str_mv |
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