Emergence of Reading and Writing in Illiterate Adults After Matching-to-Sample Tasks

Bandini, Carmen Sílvia Motta; Bandini, Heloísa Helena Motta; Sella, Ana Carolina; Souza, Deisy das Graças de

doi:10.1590/1982-43272457201410

Cited by 15 publications

(15 citation statements)

References 19 publications

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“…Pre-school education plays a vital role in developing these skills (Moniz, 2009;Ferreira & Tabaquim, 2017). It should be noted that during primary school, children learn to read/write but, from then on, reading/writing are the skills that allow the individual to learn new contents throughout their life and promote their insertion in society (Bandini et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Cognitive and Linguistic Skills Assessment Protocol: Adaptation and Validation for European Portuguese

Martins¹,

Nunes²,

Capellini³

et al. 2021

Education and New Developments 2021

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Linguistic and Cognitive skills play an essential role in the development of communication, language and literacy. Therefore, their assessment of school children is crucial since it allows the child's cognitive and linguistic profile characterisation, according to the school year she attends. This study intended to describe the adaptation and validation process of the instrument – Cognitive and Linguistic Skills Assessment Protocol. This Protocol was adapted from a Brazilian (Portuguese) version to a European Portuguese version to evaluate the cognitive-linguistic skills of school children (1st to 5 th grade). It consists of two versions, the collective version and the individual version. The collective version consists of writing, arithmetic, auditory processing and visual processing skills; the individual version consists of reading, metalinguistic, auditory processing, visual processing and processing speed skills. After adapting the linguistic aspects (morphosyntactic and semantic), a pilot study was carried out to verify whether the instrument was well-adapted and easy to understand for the study’s target population. The sample consisted of a class for each school year, excluding children with special educational needs or intellectual/auditory deficits. A total of 75 children were evaluated: 12 children of the 1 st grade; 18 of the 2 nd grade; 15 of the 3 rd grade; 15 of the 4 th grade; and 15 of the 5 th grade. The results showed that the protocol was, in general, well adapted. The instrument was then applied to a larger sample (2 classes per school year) in a total of 157 children (without special educational needs or intellectual/auditory deficits), and the data were processed in the statistical program IBM SPSS. In general, the mean values were the expected ones in all subtests of the Protocol Collective Version and some tests of the Individual Version, from the 1 st to the 4 th grade, but not the 5 th grade, which showed non-expected mean values. This work provided the possibility for developing the subsequent phase of the study, where percentiles will be calculated to obtain the standard/normalised values to classify children’s performance as standard, above average or lower than expected.

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Section: Introductionmentioning

confidence: 99%

Cognitive and Linguistic Skills Assessment Protocol: Adaptation and Validation for European Portuguese

Martins¹,

Nunes²,

Capellini³

et al. 2021

Education and New Developments 2021

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show abstract

“…Furthermore, it is one of the most important inputs to knowledge, since reading is required for learning the proposed content, that is, it is necessary to read in order to learn [1][2][3][4][5][6][7] . Reading enables the individual to perform rewarding works in society, using everyday life resources, to acknowledge science and technology, history and culture of humanity, becoming a responsible and active citizen 3 .…”

Section: Introductionmentioning

confidence: 99%

Banco de palavras para leitura de escolares do ensino médio: E-LEITURA III

Oliveira

Capellini

2016

Rev. CEFAC

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Purpose: to elaborate a database of high, medium and low frequency words for reading in High School. Methods: the words were extracted from the Portuguese Language didactic content, of São Paulo State Educational material. Only the nouns were selected. The frequency of each word occurrence was computed. To classify them by frequency of occurrence, it was employed the distribution tertiles, mean frequency and tertiles cutoff point. In order to verify the classification obtained,134 students were evaluated: G1 (1stgrade, n=44); G2 (2nd grade, n= 44) e G3 (3rd grade, n= 46). The words were presented, for reading out loud, in two sessions: 1st) high and medium-frequency and 2nd) low-frequency. Descriptive analysis.Results: the words truly correspond to the classification presented, and, each word presents its level of difficulty. The professional can choose the words that best fulfill their goals in order to develop procedures for evaluation and intervention in reading.Conclusion: E-READING III constitutes a useful resource for professionals, because, it displays a database with a wide range of words to be applied in high school students. It is expected that E-READING III may enable evaluation and intervention procedures for these students concerning reading. Keywords: Education, Primary and Secondary; Evaluation; Learning; Reading RESUMO Objetivo: elaborar um banco de palavras de alta, média e baixa frequência para leitura no Ensino Médio. Métodos: as palavras foram retiradas do material didático de língua Portuguesa, da rede de ensino do Estado de São Paulo. Selecionaram-se apenas os substantivos. Foi registrada a frequência de ocorrência das palavras. Para a classificação das frequências utilizou-se os tercis da distribuição, frequência média e ponto de corte dos tercis. Para verificar a classificação obtida foram avaliados 134 alunos: G1 (1ªsérie, n=44); G2 (2ª série, n= 44) e G3 (3ªsérie, n= 46). As palavras foram apresentadas, para leitura, em voz alta, em duas sessões: 1ª) alta e média frequência e 2ª) baixa frequência. Análise descritiva. Resultados: as palavras correspondem à classificação apresentada, porém, cada palavra apresenta seu nível de dificuldade e o profissional poderá eleger aquelas que melhor respondem aos seus objetivos, para que assim, possa elaborar instrumentos de avaliação e intervenção em leitura. Conclusão: o E-LEITURA III é um recurso útil para os profissionais, pois é disponibilizado um banco com ampla gama de palavras que poderá ser utilizado com escolares do Ensino Médio. Dessa forma, espera--se que o E-LEITURA III possa ser utilizado para elaborar procedimentos de avaliação e intervenção com leitura nesses escolares.

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“…Its importance is emphasized in the individual's school, social and cultural life. It is understood as the students' principle tool for learning new concepts and is one of schools' biggest challenges (1)(2)(3)(4) .…”

Section: Introductionmentioning

confidence: 99%

E-LEITURA II: banco de palavras para leitura de escolares do Ensino Fundamental II

Oliveira

Capellini

2016

CoDAS

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Emergence of Reading and Writing in Illiterate Adults After Matching-to-Sample Tasks

Cited by 15 publications

References 19 publications

Cognitive and Linguistic Skills Assessment Protocol: Adaptation and Validation for European Portuguese

Cognitive and Linguistic Skills Assessment Protocol: Adaptation and Validation for European Portuguese

Banco de palavras para leitura de escolares do ensino médio: E-LEITURA III

E-LEITURA II: banco de palavras para leitura de escolares do Ensino Fundamental II

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