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Publication
Avaliação de um programa de intervenção sobre leitura e escrita numa escola de intervenção prioritária
Authors
Advisor(s)
Abstract(s)
O objectivo deste trabalho foi avaliar a eficácia de um programa de intervenção sobre a
leitura e a escrita desenvolvido numa zona de intervenção prioritária com crianças do
1ºano de escolaridade, sinalizadas como sendo frágeis em leitura e escrita.
Neste trabalho participaram 20 crianças, que constituíram dois grupos, um sujeito à
intervenção e outro não.
As avaliações dos conhecimentos sobre a linguagem escrita foram feitas em dois
momentos; antes e após a intervenção. Os instrumentos utilizados foram: Questionário
de Práticas e Hábitos de Literacia, Escala de Motivação para a Leitura, Prova da
Apropriação das Utilizações Funcionais para a Leitura, Prova do Nome das Letras,
Prova das Conceptualizações Infantis da Escrita, Teste da Linguagem Técnica da
Leitura e Escrita, Bateria de Provas da Consciência Fonológicas e Provas de Leitura
(reconhecimento de palavras, selecção ortográfica, compreensão de frases e leitura oral
de palavras), com excepção da Prova de Leitura que foi aplicada somente no pós-teste.
Propusemo-nos em verificar, se existiam diferenças na evolução entre o grupo
experimental e o grupo de comparação, nos dois momentos avaliativos e se existiam
diferenças nos desempenhos nas provas de leitura entre os dois grupos.
Através do teste T-Student para amostras independentes, verificámos que o grupo
experimental demonstrou ter uma maior evolução nas diferentes provas e os
desempenhos em leitura nas provas de reconhecimento de palavras, compreensão de
frases e leitura oral de palavras foram bastantes similares entre o grupo experimental e o
grupo de controlo.
Podemos concluir que o programa de intervenção foi eficaz.
The objective of this study is to evaluate a program of intervention in reading and writing developed in an area of priority action on children in their first year of school marked for weakness in reading and writing. In this study participated twenty children divided in two groups, one was subjected to an intervention and the other didn’t. This evaluation of their knowledge surrounding their writing was divided in two parts: before and after the intervention. The instruments used were: A questioner of practice and reading literacy, scale of motivation for reading, test of appropriation of functioning uses of reading, test of naming letters, test of child writing concepts, Reading and writing technical language test, Battery of proofs of phonologic conscience and reading proof (recognizing words, orthographic selection, comprehending phrases and oral reading of words), except the reading proof that was only taken after the test. Our intent was to verify if there were differences in the evolution of the experimental group and the control group on two evaluating moments and if there were discrepancies in the results of the reading proofs on both groups.Trough T-Student test for independent samples we verified that the experimental group showed a higher evolution on the different proofs and their performances in reading on the recognition of words, comprehending phrases and oral reading of words were quite similar between both experimental and control groups. We conclude that the intervention program is effective.
The objective of this study is to evaluate a program of intervention in reading and writing developed in an area of priority action on children in their first year of school marked for weakness in reading and writing. In this study participated twenty children divided in two groups, one was subjected to an intervention and the other didn’t. This evaluation of their knowledge surrounding their writing was divided in two parts: before and after the intervention. The instruments used were: A questioner of practice and reading literacy, scale of motivation for reading, test of appropriation of functioning uses of reading, test of naming letters, test of child writing concepts, Reading and writing technical language test, Battery of proofs of phonologic conscience and reading proof (recognizing words, orthographic selection, comprehending phrases and oral reading of words), except the reading proof that was only taken after the test. Our intent was to verify if there were differences in the evolution of the experimental group and the control group on two evaluating moments and if there were discrepancies in the results of the reading proofs on both groups.Trough T-Student test for independent samples we verified that the experimental group showed a higher evolution on the different proofs and their performances in reading on the recognition of words, comprehending phrases and oral reading of words were quite similar between both experimental and control groups. We conclude that the intervention program is effective.
Description
Dissertação de Mestrado apresentada ao Instituto Superior de Psicologia Aplicada para obtenção de grau de Mestre na especialidade de Psicologia Educacional.
Keywords
Aprendizagem leitura Programa intervenção 1º ano de escolaridade Reading learnings' Program intervention First year of primary school