| 1 |
Diagnostic Assessment of Academic Reading: Peeping into Students’ Annotated Texts
|
|
|
|
In: Languages; Volume 7; Issue 2; Pages: 84 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use
|
|
|
|
In: Languages; Volume 7; Issue 2; Pages: 71 (2022)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Percurso desenvolvimental da leitura : o impacto de um programa de intervenção em consciência fonológica - PICF
|
|
|
|
Abstract:
A consciência fonológica é cada vez mais apontada como um dos preditores mais consistentes do sucesso da aprendizagem da leitura. Assiste-se a um crescente interesse relativamente ao contributo desta competência para a aprendizagem da leitura, por estar no centro de todo o ensino-aprendizagem, mas verifica-se a necessidade de estudos científicos que testem o impacto dos programas de intervenção em consciência fonológica no desenvolvimento da competência de leitura. Realizou-se um estudo longitudinal que contou com três momentos de recolha de dados e a implementação de um Programa de intervenção. A consciência fonológica foi avaliada a partir de provas da Bateria PALPA (Castro Caló & Gomes, 2007) e da Bateria de Prova Fonológicas (Silva, 2002). Para a avaliação da leitura recorreu-se à BAL (Ribeiro, Silva, Santos, Cadime, ChavesSousa, Vale & Spinillo, 2013). A amostra envolveu 80 crianças de dois agrupamentos de escolas públicas do norte do país, e após o primeiro momento de recolha de dados, a amostra foi dividida em grupo de comparação (n = 39) e grupo experimental (n = 41). O grupo experimental foi sujeito a um Programa de Estimulação em Consciência Fonológica que se desenvolveu para o efeito. Este instrumento abrange as quatro dimensões da consciência fonológica e a discriminação auditiva e foi desenvolvido em pequenos grupos de quatro a cinco crianças, num total de 16 sessões de 45 minutos. Os resultados obtidos permitem testar a eficácia do programa, uma vez que o grupo experimental evidenciou ganhos estatisticamente significativos na consciência fonológica e na leitura quando comparado ao grupo de comparação. Estes resultados reforçam a importância de alteração de práticas pedagógicas na Educação pré-escolar, de forma a assegurar o desenvolvimento precoce da consciência fonológica, com vista a prevenir dificuldades de aprendizagem da leitura. ; Phonological awareness is increasingly singled out as one of the most consistent predictors in the successful learning of reading. There is a growing interest regarding the contribution of this skill to the learning of reading, as it is in the middle of the whole teaching-learning process, but there is a need for scientific studies that test the impact of phonological awareness intervention programmes in the development of reading skills. A longitudinal study, consisting of three moments of data collection and implementation of an intervention Programme, was carried out. Phonological awareness was assessed based on the PALPA Battery (Castro Caló & Gomes, 2007) and on the Phonological Assessment Battery (Silva, 2002). BAL (Ribeiro, Silva, Santos, Cadime, Chaves-Sousa, Vale & Spinillo, 2013) was used to assess reading skills. The sample involved 80 children attending classes in two school groupings. After the first data collection the sample was divided in control group (n=39) and experimental group (n = 41). The experimental group was submitted to a Phonological Awareness Stimulation Programme, developed to this effect. This programme, validated to European Portuguese embraces the four dimensions of phonological awareness and hearing discrimination and was developed in small groups of four to five children, in a total of 16 sessions of 45 minutes. The results confirm the efficacy of the programme. Experimental group clearly showed statistically significant gains in phonological awareness when compared to the control group. These results reinforce the importance of the modification of teaching practices in Preschool Education, as a way to ensure the precocious development of phonological awareness, in order to prevent difficulties in reading.
|
|
Keyword:
Assessment; Avaliação; Consciência fonológica; Domínio/Área Científica::Ciências Sociais::Ciências da Educação; Phonological awareness; Programa de intervenção leitura; Reading intervention programme
|
|
URL: http://hdl.handle.net/10400.14/36395
|
|
BASE
|
|
Hide details
|
|
|
| 4 |
Home attributes that relate to language and literacy attainments: A systematic review of studies from low- and middle-income countries ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Avaliação da linguagem oral e escrita no pré-escolar e nos primeiros anos de escolaridade
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Dot-to-Dot: Pre-Reading Assessment of Literacy Risk via a Visual-Motor Mechanism on Touchscreen Devices
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Conceptualizing a Theoretical Model of Literary-Artistic and Linguistic Education through an Exploration of Non-traditional Lessons ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Conceptualizing a Theoretical Model of Literary-Artistic and Linguistic Education through an Exploration of Non-traditional Lessons ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Preschool and Kindergarten Predictors of 6th Grade Reading Comprehension in Monolingual English and Spanish-English Bilingual Children ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Addendum to osf.io/4sfnu: Preschool and Kindergarten Predictors of 6th Grade Reading Comprehension in Monolingual English and Spanish-English Bilingual Children ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Assessing oral language when screening multilingual children for reading disability: Infographic summary ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Concurrent Predictors of Reading Comprehension in Spanish-English Dual-Language Learners and Monolingual English 6th Graders ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
International assessment of low reading proficiency in the adult population: A question of components or lower rungs?
|
|
|
|
In: International Review of Education ; 66 ; 2-3 ; 267-288 ; Special issue on Literacy and numeracy: Global and comparative perspectives (2021)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
General theoretical framework for assessing reading and designing practices for its teaching ; Marco teórico general para evaluar la lectura y diseñar prácticas para su enseñanza
|
|
|
|
In: Aula; Vol. 27 (2021); 235-248 ; 2174-0925 ; 0214-3402 ; 10.14201/aula202127 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
CONVERGENT AND ECOLOGICAL VALIDITY OF THE WOODCOCK JOHNSON PASSAGE COMPREHENSION TEST AND THE WECHSLER INDIVIDUAL ACHIEVEMENT TEST- READING COMPREHENSION SUBTEST
|
|
|
|
In: Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Exploring Neurocognitive Processes That Underlie Reading Performance in Children: A Foundational Study
|
|
|
|
In: Theses and Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
The Predictive Role of Grapho-Morphological Knowledge in Reading Comprehension for Beginning-Level L2 Chinese Learners
|
|
|
|
In: Modern and Classical Languages, Literatures and Cultures Faculty Publications (2021)
|
|
BASE
|
|
Show details
|
|
|
|
|
