Intervenção coletiva com programa Alfabetização Fônica Computadorizada em escolares do ensino fundamental

• Ano de defesa: 2007
• Autor(a) principal: Nikaedo, Carolina Cunha
• Orientador(a): Macedo, Elizeu Coutinho de
• Banca de defesa: Capovilla, Alessandra Gotuzo Seabra , Teixeira, Maria Cristina Triguero Veloz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Distúrbios do Desenvolvimento
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: leitura; escrita; intervenção; consciência fonológica
• Palavras-chave em Inglês: reading; writing; intervention; phonological awarness
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: http://dspace.mackenzie.br/handle/10899/22521

Introduction: The origin of difficulties related to learning has been attributed to different causes. The release of international dates on learning achievement in different world countries attributed to Brazil one of the worst positions. The educational programs should be efficient for all of the population, so that it is guaranteed that on completing the basic education, the student is able to read with efficiency. That is why, the discussion about the causes of educational failure and teaching methods are of a great social importance. Objective: Verify the efficiency of the Alfabetização Fônica Program for phonological awareness skills development in a computer based group training. Method: The study was conducted with 78 students of 1st grade of the Basic Municipal School from Itaim Paulista, south zone of the São Paulo city. Out of this total, 34 students were female, and 46 male, with the mean age of 7.23. The participants were divided in two groups, the experimental group, EG, that went through the program activities and the control group, CG. The study was divided in three phases: pre-test, intervention, post-test. In the first phase, the reading and writing abilities were assessed with the following tests: the Word Reading Competence Test (WRCT), the Sentence Reading Test (WSCT), the Picture-Print Writing Test (TTWT) and the Picture-Print Matching Test (PPMT). Three additional assessments were conducted by teacher with aim to evaluate the reading progress. In the second phase of the study, 22 intervention sessions were done with the EG. In the third phase, both groups were assessed again with the same tests. Results: ANCOVAS showed a significant difference between the groups for the mean score of the pre and post assessment. The results indicate a positive effect of a phonological awareness training a program on reading and writing skills of the public school students.reading, writing, intervention, phonological awarness.