Elaboração de procedimento avaliativo-terapêutico computadorizado para escolares com dificuldades de aprendizagem

• Autor(a) principal: Pinheiro, Fábio Henrique [UNESP]
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/110479
• topic: Ensino; Aprendizagem - Avaliação; Ensino auxiliado por computador; Capacidade de aprendizagem; Learning ability

The employment of computers in schools is becoming an important motivating factor, comprising new strategies for teaching and learning. Due to this reality, computer programs have been launched, in order to work with students who have learning difficulties, and their results have been promising. Thus, this study aimed to develop two programs, one for evaluation and another for intervention with metaphonological skills and reading, and was divided into Study 1, aiming to develop an evaluation and intervention programs with metaphonological skills and reading for students with and without learning disabilities and Study 2, aiming the application of evaluation and intervention programs with metaphonological skills and reading for students with and without learning difficulties . In Study 1 the criteria for the composition of the program have been established and its structure was performed. In Study 2 involved 32 students from 2nd to 5th grade elementary education with and without learning disabilities, both groups underwent assessment of metaphonological and reading skills in pre -testing program and post-testing , and the students distributed into four groups for the implementation of the intervention program with metaphonological skills and reading and composition of the control group : GI : 8 students with learning disabilities , subject to the metaphonological and reading intervention program; GI : 8 students with learning difficulties submitted to the metaphonological and reading intervention program , GII : 8 students with learning difficulties, not submitted to the metaphonological and reading intervention program; GIII : 8 students without learning disabilities submitted to the metaphonological and reading intervention program, and GIV: 8 students without learning disabilities, not submitted to the metaphonological and reading intervention program. The results were statistically analyzed using the Mann- Whitney test, in order...