Reading comprehension and phonological awareness of children with attention deficit/hyperactivity disorder
Autor(a) principal: | |
---|---|
Data de Publicação: | 2012 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Signo (Santa Cruz do Sul. Online) |
Texto Completo: | https://online.unisc.br/seer/index.php/signo/article/view/2969 |
Resumo: | This paper presents the results of master's degree research that investigated the reading comprehension and phonological awareness of children with attention deficit/hyperactivity disorder (ADHD). The sample was made up of fourth grade students who are attending Elementary school in the city of Teutônia, Rio Grande do Sul.Three students with ADHD who were taking medicine supervised by a neurologist were selected. For each student with ADHD were selected three others without the disorder. These students had to be studying in the same classroom. This way, nine subjects belonging to the control group and three subjects of the experimental group answered the tests. Althought the study was based on a qualitative analysis, the results lead to the following general conclusion: students with ADHD may have results as good as their classmates in reading comprehension and phonological awareness tests. The ADHD students only need a “guided activities” and enough time to finish the test, which means they need more time of compared to their other classmates. Futhermore, it is important that the child is under medical supervision in order to verify the need for medically and the appropriate dosage of the medication. |
id |
UNISC-3_f139a2a97f5c228966b12761416275aa |
---|---|
oai_identifier_str |
oai:ojs.online.unisc.br:article/2969 |
network_acronym_str |
UNISC-3 |
network_name_str |
Signo (Santa Cruz do Sul. Online) |
repository_id_str |
|
spelling |
Reading comprehension and phonological awareness of children with attention deficit/hyperactivity disorderA compreensão em leitura e a consciência fonológica em crianças com transtorno de déficit de atenção e hiperatividadeThis paper presents the results of master's degree research that investigated the reading comprehension and phonological awareness of children with attention deficit/hyperactivity disorder (ADHD). The sample was made up of fourth grade students who are attending Elementary school in the city of Teutônia, Rio Grande do Sul.Three students with ADHD who were taking medicine supervised by a neurologist were selected. For each student with ADHD were selected three others without the disorder. These students had to be studying in the same classroom. This way, nine subjects belonging to the control group and three subjects of the experimental group answered the tests. Althought the study was based on a qualitative analysis, the results lead to the following general conclusion: students with ADHD may have results as good as their classmates in reading comprehension and phonological awareness tests. The ADHD students only need a “guided activities” and enough time to finish the test, which means they need more time of compared to their other classmates. Futhermore, it is important that the child is under medical supervision in order to verify the need for medically and the appropriate dosage of the medication.O presente artigo apresenta os resultados da dissertação de mestrado que pesquisou a compreensão em leitura e a consciência fonológica em crianças com transtorno de déficit de atenção e hiperatividade (TDAH). A amostra estudada compôs-se de alunos freqüentadores da quarta série do ensino fundamental residentes no município de Teutônia, Rio Grande do Sul. Foram selecionados três alunos com o diagnóstico de TDAH e que estivessem tomando medicação supervisionada por um médico neurologista. Para cada aluno com TDAH foram selecionados três sujeitos sem a presença do transtorno, que deveriam estar estudando na mesma sala. Desta forma, responderam aos testes nove sujeitos controle e três experimentais. Embora o estudo esteja baseado numa análise qualitativa, os resultados levam à seguinte conclusão geral: os alunos com TDAH podem apresentar resultados tão bons quanto os de seus colegas de sala em testes de consciência fonológica e de compreensão em leitura, sendo para isso necessário uma orientação de alguém para a realização do teste e também dispor de tempo para a realização do teste, o que significa mais tempo se comparado a seus colegas de sala. Além disso, é importante que a criança esteja sob acompanhamento médico a fim de verificar a necessidade do medicamento e a dosagem adequada da medicação.Edunisc2012-07-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://online.unisc.br/seer/index.php/signo/article/view/296910.17058/signo.v37i63.2969Signo; v. 37 n. 63 (2012): Dificuldades no aprendizado e processamento da leitura; 25-541982-2014reponame:Signo (Santa Cruz do Sul. Online)instname:Universidade de Santa Cruz do Sul (UNISC)instacron:UNISCporhttps://online.unisc.br/seer/index.php/signo/article/view/2969/2321Klein, Angela InesLamprecht, Regina Ritterinfo:eu-repo/semantics/openAccess2018-07-26T18:00:48Zoai:ojs.online.unisc.br:article/2969Revistahttp://online.unisc.br/seer/index.php/signohttp://online.unisc.br/seer/index.php/signo/oairgabriel@unisc.br||revistasigno.unisc@gmail.com1982-20140101-1812opendoar:2018-07-26T18:00:48Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)false |
dc.title.none.fl_str_mv |
Reading comprehension and phonological awareness of children with attention deficit/hyperactivity disorder A compreensão em leitura e a consciência fonológica em crianças com transtorno de déficit de atenção e hiperatividade |
title |
Reading comprehension and phonological awareness of children with attention deficit/hyperactivity disorder |
spellingShingle |
Reading comprehension and phonological awareness of children with attention deficit/hyperactivity disorder Klein, Angela Ines |
title_short |
Reading comprehension and phonological awareness of children with attention deficit/hyperactivity disorder |
title_full |
Reading comprehension and phonological awareness of children with attention deficit/hyperactivity disorder |
title_fullStr |
Reading comprehension and phonological awareness of children with attention deficit/hyperactivity disorder |
title_full_unstemmed |
Reading comprehension and phonological awareness of children with attention deficit/hyperactivity disorder |
title_sort |
Reading comprehension and phonological awareness of children with attention deficit/hyperactivity disorder |
author |
Klein, Angela Ines |
author_facet |
Klein, Angela Ines Lamprecht, Regina Ritter |
author_role |
author |
author2 |
Lamprecht, Regina Ritter |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Klein, Angela Ines Lamprecht, Regina Ritter |
description |
This paper presents the results of master's degree research that investigated the reading comprehension and phonological awareness of children with attention deficit/hyperactivity disorder (ADHD). The sample was made up of fourth grade students who are attending Elementary school in the city of Teutônia, Rio Grande do Sul.Three students with ADHD who were taking medicine supervised by a neurologist were selected. For each student with ADHD were selected three others without the disorder. These students had to be studying in the same classroom. This way, nine subjects belonging to the control group and three subjects of the experimental group answered the tests. Althought the study was based on a qualitative analysis, the results lead to the following general conclusion: students with ADHD may have results as good as their classmates in reading comprehension and phonological awareness tests. The ADHD students only need a “guided activities” and enough time to finish the test, which means they need more time of compared to their other classmates. Futhermore, it is important that the child is under medical supervision in order to verify the need for medically and the appropriate dosage of the medication. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-07-05 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://online.unisc.br/seer/index.php/signo/article/view/2969 10.17058/signo.v37i63.2969 |
url |
https://online.unisc.br/seer/index.php/signo/article/view/2969 |
identifier_str_mv |
10.17058/signo.v37i63.2969 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://online.unisc.br/seer/index.php/signo/article/view/2969/2321 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Edunisc |
publisher.none.fl_str_mv |
Edunisc |
dc.source.none.fl_str_mv |
Signo; v. 37 n. 63 (2012): Dificuldades no aprendizado e processamento da leitura; 25-54 1982-2014 reponame:Signo (Santa Cruz do Sul. Online) instname:Universidade de Santa Cruz do Sul (UNISC) instacron:UNISC |
instname_str |
Universidade de Santa Cruz do Sul (UNISC) |
instacron_str |
UNISC |
institution |
UNISC |
reponame_str |
Signo (Santa Cruz do Sul. Online) |
collection |
Signo (Santa Cruz do Sul. Online) |
repository.name.fl_str_mv |
Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC) |
repository.mail.fl_str_mv |
rgabriel@unisc.br||revistasigno.unisc@gmail.com |
_version_ |
1800218789649842176 |