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Journal ArticleDOI

Processamento fonológico e desempenho escolar nas séries iniciais do ensino fundamental

23 Sep 2011-Revista Cefac (CEFAC Saúde e Educação)-Vol. 14, Iss: 1, pp 30-38
TL;DR: The authors caracterizar o desempenho escolar e o processamento fonologico de escolares da 1a and 2a series, segundo o sexo e grau de escolaridade and investigate a existencia of correlacoes entre essas variaveis.
Abstract: OBJETIVO: caracterizar o desempenho escolar e o processamento fonologico de escolares da 1a e 2a series, segundo o sexo e grau de escolaridade e investigar a existencia de correlacoes entre essas variaveis. METODO: participaram 88 escolares (48 meninos e 40 meninas) entre cinco e oito anos de idade, sem queixas relacionadas a fala ou a aprendizagem. Foram avaliados por meio do Teste de Desempenho Escolar (Stein,1994) e pelas provas de nomeacao rapida, repeticao de pseudopalavras e consciencia fonologica, habilidades relacionadas ao processamento fonologico. A analise estatistica se deu pelo teste de Mann-Withney U e pelo coeficiente de Spearman, com intervalo de confianca de 95%. RESULTADOS: a maioria dos escolares apresentou classificacao de desempenho inferior nos subtestes do Teste de Desempenho Escolar, com maior media de acertos para leitura. Nao houve diferenca significante entre meninos e meninas. Os escolares da 2a serie mostraram melhor desempenho em escrita, leitura e aritmetica, quando comparados aos alunos da 1a serie. Ao contrario dos desempenhos em leitura, escrita, aritmetica e consciencia fonologica, os desempenhos em acesso lexical e memoria fonologica nao diferenciaram as series. Na 1a serie, encontraram-se correlacoes positivas entre o acesso ao lexico mental e a consciencia fonologica, entre leitura e escrita e consciencia fonologica, e entre aritmetica e consciencia fonologica. Na 2a serie, identificaram-se correlacoes positivas entre escrita, leitura e aritmetica e com a consciencia fonologica, acesso ao lexico com memoria fonologica e consciencia fonologica. CONCLUSAO: os escolares da 2a serie apresentaram melhores escores de desempenho escolar e de consciencia fonologica quando comparados aos alunos 1a, apesar da maioria ter alcancado classificacao inferior a esperada para a serie, definida pelo Teste. Diferentes variaveis do processamento fonologico correlacionaram-se positivamente com o desempenho escolar.

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Citations
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Journal ArticleDOI
01 Jan 2013
TL;DR: It is important to develop reading instruments in relation to psycholinguistic parameters and cognitive demands, to better estimate the success in reading.
Abstract: PURPOSE This study aimed to develop a reading profile of children from the third to seventh grade levels of elementary school. METHODS Fifty five children, between seven and 14 years of age, participated in the study. Four texts were previously developed by the researcher for reading evaluation - one composed of short words, another with long words, a third syntactically simple, and a syntactically complex text, which were read orally by the participants. After an evaluation of the results, the data were computed and the appropriate statistical analysis was applied. RESULTS There was a gradual decrease in the mean time necessary for reading according to the participant's school grade level and a longer time for reading text containing long words in relation to texts containing short words. The same occurred for the reading of the syntactically complex text compared to the simple one, in all grade levels. It could be observed the higher rate of reading with the evolution of the grade levels, for each text, as well as a higher rate of reading for the text composed of short words in relation to the one with long words and for the syntactically simple text compared to the complex one. There was, in general, an increase in the percentage of words read correctly according to schooling. As for comprehension, very similar results were found, indicating good overall index of comprehension. CONCLUSION It is important to develop reading instruments in relation to psycholinguistic parameters and cognitive demands, to better estimate the success in reading.

3 citations


Additional excerpts

  • ...In this study, we sought to analyze reading in individuals enrolled from the third to the seventh years of elementary school, considering reading development and the chronological time of its occurrence((13-16))....

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01 Jan 2013
TL;DR: In this article, a test of phonological awareness was applied in 70 children in the first grade of elementary school (35 students from public school and 35 from private school) at the beginning (pretest) and end (posttest) of the school year.
Abstract: Purpose: To verify and compare phonological awareness (PA) abilities of public and private school children in the literacy process. Methods: A test of phonological awareness (PA) was applied in 70 children in the first grade of elementary school (35 students from public school and 35 from private school) at the beginning (pretest) and end (posttest) of the school year. Results: All children showed improvement in their performance when compared pre and posttest. In the pretest, the best scores were observed in the syllable level and in rhymes; however, comparing the pre with the posttests, the phonemic level showed the most significant improvement rates in the whole sample. The private school children had higher scores in most tests applied, as well as a higher total number of points compared to public school children in the pre and posttest. There was a decrease in the difference of the PA performance between schools at the end of the school year. Conclusion: All children showed improvement in PA skills with literacy process, although children from private schools had better performance, especially in the pretest, which can be a sign of the socioeconomic influence in the development of these skills. Syllabic and rhymes skills were developed before the literacy process and phonemic awareness skills were developed concurrently with this process. Also this study lays emphasis on the importance of the instruction in public schools in reducing the discrepancy between the abilities of these schools at the end of the school year, in this sample.

3 citations

Journal ArticleDOI
09 Nov 2020
TL;DR: The study of scientific productions revealed that the alteration in phonological processing skills presented a relation with poor academic performance and, together with the schooling phase, directly influenced reading and writing skills.
Abstract: RESUMO Objetivo: Realizar revisao sistematica de producoes cientificas que abordaram o tema processamento fonologico quanto a influencia no mau desempenho escolar, bem como sua interferencia no desenvolvimento de leitura e escrita. Estrategia de pesquisa: Foram pesquisados, em bases de dados eletronicos, artigos publicados ate agosto de 2017. Apos elaboracao da pergunta norteadora do estudo: “Qual a influencia do processamento fonologico no mau desempenho escolar e sua relacao no desenvolvimento de leitura e escrita?”, foram realizados levantamento e selecao dos relatos utilizando descritores, reunidos em uma unica equacao de busca, de acordo com tres eixos tematicos: processamento fonologico, aprendizagem e mau desempenho escolar. Criterios de selecao: Foram incluidas pesquisas originais com avaliacao de no minimo duas habilidades do processamento fonologico. Foram excluidos os artigos que nao apresentavam relacao entre as habilidades do processamento fonologico e desempenho escolar. Analise dos dados: Foi realizada a leitura dos titulos e resumos por duas profissionais fonoaudiologas, separadamente. Os resultados foram comparados e as divergencias encontradas, decididas por uma terceira pesquisadora fonoaudiologa, tambem responsavel pelo estudo. Os artigos incluidos foram lidos na integra e realizada a extracao de dados para analise da metodologia e dos principais resultados. Resultados: Foram selecionados 982 estudos potencialmente relevantes. Apos a utilizacao das matrizes de evidencia, 38 producoes cientificas foram incluidas para analise detalhada. Conclusao: O estudo das producoes cientificas revelou que a alteracao em habilidades do processamento fonologico apresentou relacao com o mau desempenho escolar e, associada a fase de escolarizacao, houve influencia direta nas competencias de leitura e escrita.

3 citations

Journal ArticleDOI
TL;DR: In this article, the authors analyzed children's cognitive development through activities which comprised reading, words and false words dictation, phonological awareness, visual and auditory processing and processing speed, and found backwardness in skill development which included inaccuracy and distortion in the use of phonological and lexical themes.
Abstract: Multiple domains involved in children and young people's reading and writing are analyzed. One hundred and sixty-two subjects, males and females, age bracket between 8 and 16 years, at the 2nd, 3rd and 4th grades of Fundamental Education in a government public school in a Brazilian northeast town, were investigated. Children's cognitive development was analyzed through activities which comprised reading, words and false words dictation, phonological awareness, visual and auditory processing and processing speed. Results revealed backwardness in skill development which included inaccuracy and distortion in the use of phonological and lexical themes. Projects in intervention for skill development, phonological awareness, auditory processing and processing speed should be outlined for children in the early stages of reading and writing acquisition.

2 citations

Journal ArticleDOI
TL;DR: In this article, the authors explore associacoes entre dois groups of competencias, tomando-se a idade and a escolaridade como covariantes.
Abstract: RESUMO Tanto a consciencia fonologica como as funcoes executivas se desenvolvem gradualmente e progridem com o avanco da escolaridade. Tais especificidades nos incentivam a investiga-las em criancas no inicio da escolarizacao. O objetivo deste estudo foi explorar as associacoes entre os dois grupos de competencias, tomando-se a idade e a escolaridade como covariantes. Participaram 152 criancas de ambos os sexos, egressas de escolas publicas do maternal e do pre-escolar. Foram aplicados os seguintes instrumentos: Escala de maturidade Mental Columbia (CMMS), Teste de Habilidades Preditoras da Leitura (THPL), Teste de Trilhas para Pre-escolares (TT-P) e a Tarefa Stroop Dia e Noite. Os resultados apontaram para correlacoes de fracas a moderadas entre faixa etaria e os componentes das funcoes executivas. Ja em relacao a consciencia fonologica, verificamos correlacoes de magnitude fraca, mas estatisticamente significativa. Concluimos a favor da influencia da idade e da escolaridade sobre a consciencia fonologica e as funcoes executivas.

2 citations

References
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TL;DR: The last 20 years of research have produced a broad variety of converging evidence that at least three kinds of phonological processing skills are positively related to individual differences in the rate at which beginning reading skills are acquired.
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