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Authors
Abstract(s)
A leitura é uma atividade complexa que se desenvolve tendo por base a
linguagem oral. Se, numa primeira fase, as crianças aprendem a ler,
posteriormente a leitura é uma ferramenta imprescindível para a aquisição de
conhecimentos. O objetivo da leitura é a compreensão, a extração do sentido
daquilo que é lido. Para que a compreensão ocorra é crucial que o
reconhecimento de palavras seja automático.
A avaliação do desempenho a nível da leitura deverá incluir a avaliação
do reconhecimento de palavras. No entanto, em Portugal não existia uma prova
validada que permitisse esta avaliação. Esta dissertação pretende contribuir
para a validação do Teste de Leitura de Palavras (TLP) que visa colmatar esta
lacuna
O presente estudo tem como objetivos: (1) o desempenho de alunos
com e sem dificuldades na aprendizagem da leitura no TLP considerando os
resultados globais e as caraterísticas psicolinguísticas das palavras; 2) verificar
se o TLP permite diferenciar os alunos com e sem dificuldades de
aprendizagem da leitura; (3) verificar se existem diferenças nos padrões de
erros de leitura dos alunos com e sem dificuldades de leitura.
A versão do TLP utilizada neste estudo é constituída por 142 palavras,
apresentadas de forma isolada. Estas palavras foram selecionadas em função
de critérios de frequência, extensão regularidade e estrutura silábica. Foi
aplicada a 87 alunos do 2.º, 3.º e 4.º anos de escolaridade de agrupamentos de
escolas localizados em Portugal, dos quais 44 apresentavam dificuldades de
aprendizagem da leitura.
Os resultados obtidos indicaram que o TLP permitiu diferenciar os
alunos que apresentavam dificuldades dos que não apresentavam dificuldades
de leitura. A análise dos erros de leitura permitiu verificar a existência de
diferenças estatisticamente significativas na tipologia dos erros de leitura
cometidos pelos alunos que constituíram a amostra deste estudo. Todos os
alunos com dificuldades de leitura apresentavam dificuldades ao nível da
identificação das palavras escritas.
Reading is a complex activity that is developed based on spoken language. To begin with, children learn to read, and then reading becomes an essential tool for the acquisition of knowledge. The purpose of reading is to understand the meaning of what is read. To understand the meaning of what is read it is crucial that word recognition becomes automatic. The evaluation of reading performance should include the evaluation of word recognition. However, in Portugal, there was no validated evidence that would allow this evaluation. This essay aims to contribute to the validation of Word Reading Test (WRT), in order this fill this gap. The present study aims to: (1) compare the performance of students with or without learning disabilities in the acquisition of reading abilities, in the W RT considering the overall resuts and characteristics of psycholinguistics words; (2) to verify if the WRT allows to establish the difference between students with or without learning disabilities in the acquisition of reading abilities; (3) to verify whether there are differences in patterns of reading errors among students with or without reading disabilities. The version of WRT used in this study is composed by 142 words, shown isolated. These words where selected based on criteria of frequency, length, regularity and syllable structure. It was applied to 87 students of 2nd, 3rd and 4th grade, from schools located in Portugal, of witch 44 had learning disabilities in the acquisition of reading abilities. The results show that WRT allows differentiating students who presented difficulties from those with no reading disabilities. The analysis of reading errors revealed the existence of statistically significant differences in the types of reading errors committed by students who formed the study sample. All students with reading disabilities presented difficulties in identifying written words.
Reading is a complex activity that is developed based on spoken language. To begin with, children learn to read, and then reading becomes an essential tool for the acquisition of knowledge. The purpose of reading is to understand the meaning of what is read. To understand the meaning of what is read it is crucial that word recognition becomes automatic. The evaluation of reading performance should include the evaluation of word recognition. However, in Portugal, there was no validated evidence that would allow this evaluation. This essay aims to contribute to the validation of Word Reading Test (WRT), in order this fill this gap. The present study aims to: (1) compare the performance of students with or without learning disabilities in the acquisition of reading abilities, in the W RT considering the overall resuts and characteristics of psycholinguistics words; (2) to verify if the WRT allows to establish the difference between students with or without learning disabilities in the acquisition of reading abilities; (3) to verify whether there are differences in patterns of reading errors among students with or without reading disabilities. The version of WRT used in this study is composed by 142 words, shown isolated. These words where selected based on criteria of frequency, length, regularity and syllable structure. It was applied to 87 students of 2nd, 3rd and 4th grade, from schools located in Portugal, of witch 44 had learning disabilities in the acquisition of reading abilities. The results show that WRT allows differentiating students who presented difficulties from those with no reading disabilities. The analysis of reading errors revealed the existence of statistically significant differences in the types of reading errors committed by students who formed the study sample. All students with reading disabilities presented difficulties in identifying written words.
Description
Keywords
Dificuldades de aprendizagem Leitura Reconhecimento de palavras Avaliação Teste de leitura de palavras Learning disabilities Reading Word recognition Evaluation Word reading test