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Publication
Estudo comparativo sobre os desempenhos em leitura nos 1º e 2º anos de escolaridade do ensino básico
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Advisor(s)
Abstract(s)
O presente estudo teve como objectivos analisar os desempenhos em leitura oral
de palavras, analisar os tipos de erros dados por crianças em início de escolaridade e
tentar perceber se a leitura de palavras e o reconhecimento ortográfico de palavras se
correlacionam positivamente.
Participaram neste estudo 222 crianças de ambos os sexos que frequentavam os dois
primeiros anos de escolaridade de uma escola pública a norte do país e duas escolas
privadas, sendo uma delas da região do norte e outra da região do centro.
Foi aplicada individualmente uma Prova de Leitura Oral de Palavras e foi aplicada em
grupo uma Prova de Selecção Ortográfica (Martins & Simões, 2008).
Os resultados evidenciaram que existem diferenças significativas entre os anos de
escolaridade no desempenho das duas provas que foram aplicadas. Na análise dos tipos
de erros da Prova de Leitura Oral de Palavras, foram encontradas diferenças
significativas entre os dois anos de para os erros contextuais, erros fonéticos, adições,
supressões, inversões, erros de acentuação, erros visuais e para os erros múltiplos;
quanto à percentagem de erros, foram encontradas diferenças significativas entre os dois
anos nos erros Visuais. Na análise dos tipos de erros e na percentagem de erros da Prova
de Selecção Ortográfica, foram encontradas diferenças significativas entre os dois anos
para os erros homófonos e para os erros graficamente semelhantes. Verificou-se, ainda,
que existe uma correlação positiva entre a leitura e o reconhecimento ortográfico, sendo
esta correlação mais forte no 2º ano de escolaridade.
ABSTRACT: The present study had the intent to analyze oral word reading performances, analyze types of errors made by children in early education and try to see whether word reading and word spelling recognition are positively correlated. This study includes 222 children of both sexes who have attended the first two years of schooling of a public school in the north of country and two private schools, being one of the northern region and one of the central region. it was administered individually an Oral Word Reading Test and was applied in group a Spell Selection Test (Martins & Simões, 2008). The results showed that the perfornance of the tests that were applied were significantly different between the two first grades. In the analysis of the error types in the Oral Word Reading Test, significant differences were found in Contextual Errors, Phonetic Errors, Additions, Deletions, Inversions, Accentuation Errors, Visual errors, and Multiple Errors, between the two grades; as for the error percentage, significant differences were found in Visual errors between the two grades. In the analysis of errors and the percentage of errors of the Spell Selection Test, significant differences were found in homophone errors and graphically similar errors, between the two grades. It was verified that there is a positive correlation between reading and spelling recognition and this correlation is more significant in participantes from the second grade.
ABSTRACT: The present study had the intent to analyze oral word reading performances, analyze types of errors made by children in early education and try to see whether word reading and word spelling recognition are positively correlated. This study includes 222 children of both sexes who have attended the first two years of schooling of a public school in the north of country and two private schools, being one of the northern region and one of the central region. it was administered individually an Oral Word Reading Test and was applied in group a Spell Selection Test (Martins & Simões, 2008). The results showed that the perfornance of the tests that were applied were significantly different between the two first grades. In the analysis of the error types in the Oral Word Reading Test, significant differences were found in Contextual Errors, Phonetic Errors, Additions, Deletions, Inversions, Accentuation Errors, Visual errors, and Multiple Errors, between the two grades; as for the error percentage, significant differences were found in Visual errors between the two grades. In the analysis of errors and the percentage of errors of the Spell Selection Test, significant differences were found in homophone errors and graphically similar errors, between the two grades. It was verified that there is a positive correlation between reading and spelling recognition and this correlation is more significant in participantes from the second grade.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Reconhecimento de palavras Modelos de leitura Desempenho em leitura oral de palavras Desempenho na selecção ortográfica Erros de leitura Word recognition Reading models Oral word reading performance Spelling selection performance Reading errors