Alunos em risco na fluência da leitura
Contido principal do artigo
Resumo
Este estudo teve por finalidade conhecer o impacto da variável risco nas trajetórias do nível da identificação de fonemas, grafemas e fluência leitora desde o final do pré-escolar ao final do 1.º ano do Ensino Básico. Recolhemos dados com provas de monitorização com base no currículo junto de - 22 crianças de um agrupamento Português. Concluímos que para a fluência do som e o nome das letras a diferença entre os alunos em risco e os que não estão em risco diminui ao longo do tempo; enquanto a diferença para os resultados da fluência da leitura aumenta.
Palavras-chave:
Downloads
Detalles do artigo
Referências
Almeida, L. S. & Freire, T. (2000). Metodologia da investigação em psicologia e educação. Braga: Psiquilíbrios.
Buescu, H. C., Morais, J., Rocha, M. R., & Magalhães, V. F. (2015). Programa e metas curriculares de Português do ensino básico. Retirado em: 09/07/2015, de http://www.dge.mec.pt/portugues.
Burke, M. D., Hagan-Burke, S., Kwok, O., & Parker, R. (2009). Predictive validity of early literacy indicators from the middle of kindergarten to second grade. Journal of Special Education, 42 (4), 209-226.
Chard, D. J., Vaughn, S., & Tyler, B. J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35, 386-406.
Dagli, Y.U. (2011). Predicting ELL students' beginning first grade English oral reading fluency from initial kindergarten vocabulary, letter naming, and phonological awareness skills. Early Childhood Research Quarterly, 26 (1), 15-29.
Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52(3), 219–232.
Deno, S L. (2003). Developments in curriculum-based measurement. The Journal of Special Education, 37 (3), 184-192.
Field, A. P. (2009). Discovering statistics using SPSS: and sex and drugs and rock ‘n’ roll (third edition). London: Sage publications.
Fuchs, L. S., & Fuchs, D. (2007). Using CBM for progress monitoring in reading. Students Progress Monitoring. Retirado em 02/08/2015 de http://www.studentprogress.org/library/training/cbm%20reading/usingcbmreading.pdf.
Gresham, F. M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley, L. Danielson & D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 467-519). Mahwah, NJ: Erlbaum.
Levin, I., Shatil-Carmon, S., & Asif-Rave, O. (2006). Learning of letter names and sounds and their contribution to word recognition. Journal of Experimental Child Psychology, 93(2), 139-165. doi:http://dx.doi.org/10.1016/j.jecp.2005.08.002
NICHD National Institute of Child Health and Human Development. (2000). Report of the national reading panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office.
National Reading Panel (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office.
Rasinski, T. V. (2004). Assessing reading fluency. Honolulu: Pacific Resources for Education and Learning.
Stage, S. A., Sheppard, J., Davidson, M. M., & Browning, M. M. (2001). Prediction offirst-Graders’ growth in oral reading fluency using kindergarten letter fluency. Journal of School Psychology, 39 (3), 225–237.