Teste de nomeação automática rápida : evidências de validade para amostra de crianças brasileiras

• Ano de defesa: 2015
• Autor(a) principal: Silva, Patricia Botelho da
• Orientador(a): Macedo, Elizeu Coutinho de
• Banca de defesa: Seabra, Alessandra Gotuzo , Mecca, Tatiana Pontrelli
• 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: Centro de Ciências Biológicas e da Saúde (CCBS)
• País: Brasil
• Palavras-chave em Português: leitura; nomeação rápida automática; capacidade preditiva
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA COGNITIVA
• Link de acesso: http://dspace.mackenzie.br/handle/10899/22686

The reading learning depends on precursor skills such as phonological awareness and rapid automatized naming. Rapid automatic naming of evidence are tied to reading fluency. The aim of the study were to verify evidence of validity based on external criteria from the development trends based on the age criterion of the Rapid Automatic Naming Test (RAN) in a sample of children from the school elementary; correlating the test with attention tasks, bucofacial articulation, phonological awareness and reading and writing in Portuguese; verify the predictive effect of NAR and analysis test precision aspects through test-retest analysis. The study included 494 children 3-9 years of age in the states of São Paulo and Maranhão. Reading and writing test were applied; phonological awareness; articulatory precision; attention and intelligence. To check evidence of instrument validity, variance analyzes were conducted with age, gender and type of school as independent variables. There was no gender difference. Multivariate ANOVA revealed that RAN develops with age, with both speed and number of errors decreases with age. In addition, ANOVA repeated measures revealed that naming colors and objects presents naming speed greater than naming letters and numbers. This data shows that the semantic set depends on longer appointment than the phonological set. Also, correlations between the tests and NAR correlated with all tests were performed. Linear regression analysis showed that NAR has predictive power for both preschool and for the elementary school I also found higher predictive effect of NAR with regard to accuracy of data and precision in reading and writing than in relation to speed. Furthermore, the NAR test was reliable.