Intervenção coletiva com o uso de Programa de Alfabetização Fônica Computadorizada em crianças da recuperação do ciclo I

• Ano de defesa: 2008
• Autor(a) principal: Mei, Chi Kow
• Orientador(a): Teixeira, Maria Cristina Triguero Veloz
• Banca de defesa: Boggio, Paulo Sérgio , Capovilla, Alessandra Gotuzo Seabra
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Distúrbios do Desenvolvimento
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Programa de Alfabetização Fônica Computadorizada; recuperação do ciclo I; intervenção fônica; avaliação de desempenho
• Palavras-chave em Inglês: Phonic Literacy Computerized Program; recovery class of cycle I; phonic intervention; performance assessment
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: http://dspace.mackenzie.br/handle/10899/22597

The school failure in Brazil has worsened considerably. There are studies that show several kinds of relations between school performance and multiple variables. It is necessary to invest in the continual formation of the teachers, do a critical revision of the National Curricular Parameters, as well as to introduce methods of effective teaching that develop the different abilities which are necessary to solve or to amend the delay in the reading and spelling acquisition. The present study involved 23 students from Recovery Class of Cycle I of a State Public Elementary School, in the district of São Paulo. The goals of this study were evaluate no verbal abilities of abstract reasoning of these students, evaluate their reading and spelling levels, were included in a subgroup a teaching program designed to phonological awareness using the Phonic Literacy Computerized Program. After the training sessions, make evaluation of the subgroups and compare the results. Then, compare these results with the teacher's evaluation of the classroom. The mean age of sample was 11.4 which 15 were boys and 8 were girls. The evaluation of the performance was accomplished from the use of the following instruments: - Reading and Writing Evaluation Battery On-Line - BALE On-Line; - Results of performance evaluation executed by the teacher of the Recovery Class of the Cycle I;- Vocabulary test for Images Peabody (TVIP);- Letter Comprehension Test of the Alphabet and, - Test of Non Verbal Intelligence TONI-3. The data collection procedures occurred in three stages. At the first stage, it was done evaluation and division of the class in two samples. The second stage, one subgroup of students had phonic training program with the Phonic Literacy Computerized Program and the third evaluation stage. Although the drawing of this study did not allow inferring statistically significant differences between both of the subgroups, the main results pointed that the reading and spelling of these children occur by the phonological route, it means, they decode by strict graph phonemic, without doing the use of the lexical route. Accordingly to the teacher's evaluations from the satisfactory concepts, they are not compatible with scores in the tests of the BALE On-Line. The students who took part in this present study have not reached either the orthographic reading or spelling and they are disabling to access the semantic lexicon from the identification of morphemic units.