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Abstract(s)
O presente estudo tem como objetivo caracterizar e comparar a consciência fonológica
de crianças do 1º Ciclo do Ensino Básico com e sem perturbação da aprendizagem
específica com défice na leitura. Foram avaliadas 24 crianças, 15 das quais com
desenvolvimento linguístico típico e 9 com perturbação da aprendizagem específica com
défice na leitura. Para avaliar as competências de consciência fonológica foi utilizada a
Prova de Avaliação de Competências de Linguagem para a Leitura e Escrita (Valido et al.
2011). Foi aplicada apenas a primeira parte da prova referente à consciência fonológica,
que contempla provas de rimas (evocação e identificação), consciência silábica
(identificação, evocação e manipulação) e consciência fonémica (identificação, evocação,
manipulação, relação grafema-fonema e soletração). Utilizou-se, ainda, um questionário
para obter informações relativamente às características sociodemográficas,
desenvolvimento e apoio escolar. Observaram-se diferenças estatisticamente significativas
nas tarefas de rima, consciência silábica e consciência fonémica, em função da PAE com
défice na leitura, em todos os casos favoráveis às crianças sem PAE com défice na leitura.
Concluiu-se, que as crianças com pertubação da aprendizagem especifica com défice na
leitura apresentam desempenhos inferiores quando comparadas com os seus pares.
Assim, as competências de consciência fonológica devem ser estimuladas e trabalhadas
precocemente, de forma a evitar problemas ao nível da leitura. A consciência fonológica é
desta forma um pré-requisito para a aprendizagem da linguagem escrita.
The present study aims to characterize and compare the phonological awareness of children from primary education with and without specific learning disorder in reading. Twenty-four children were evaluated, 15 of them with typical linguistic development and 9 with specific reading disorder in reading. To evaluate the phonological awareness skills, “Prova de Avaliação de Competências de Linguagem para a Leitura e Escrita” were used (Valido et al. 2011). Only the first part of the test concerning phonological awareness was applied, which includes proofs of rhymes (evocation and identification), syllabic awareness (identification, evocation and manipulation) and phonemic awareness (identification, evocation, manipulation, grapheme-phoneme relationship and spelling). A questionnaire was also used to obtain information on sociodemographic characteristics, development and school support. Statistically significant differences were observed in the tasks of rhyme, syllabic awareness and phonemic awareness according to the SLP in reading, in all cases favorable to children without SLP in reading. It was concluded that children with specific learning impairment in reading present inferior performances when compared with their pairs. Thus, phonological awareness skills should be stimulated and worked early to avoid problems in reading. Phonological awareness is thus a prerequisite for the learning of written language.
The present study aims to characterize and compare the phonological awareness of children from primary education with and without specific learning disorder in reading. Twenty-four children were evaluated, 15 of them with typical linguistic development and 9 with specific reading disorder in reading. To evaluate the phonological awareness skills, “Prova de Avaliação de Competências de Linguagem para a Leitura e Escrita” were used (Valido et al. 2011). Only the first part of the test concerning phonological awareness was applied, which includes proofs of rhymes (evocation and identification), syllabic awareness (identification, evocation and manipulation) and phonemic awareness (identification, evocation, manipulation, grapheme-phoneme relationship and spelling). A questionnaire was also used to obtain information on sociodemographic characteristics, development and school support. Statistically significant differences were observed in the tasks of rhyme, syllabic awareness and phonemic awareness according to the SLP in reading, in all cases favorable to children without SLP in reading. It was concluded that children with specific learning impairment in reading present inferior performances when compared with their pairs. Thus, phonological awareness skills should be stimulated and worked early to avoid problems in reading. Phonological awareness is thus a prerequisite for the learning of written language.
Description
Keywords
consciência fonológica perturbação da aprendizagem específica com défice na leitura dislexia avaliação phonological awerencess specific learnig disorder in reading dyslexia evaluation
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu