Alfabetização e deficiência intelectual : estudo sobre o desenvolvimento de habilidades fonológicas em crianças com Síndrome de Williams e Síndrome de Down
Ano de defesa: | 2015 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Tese |
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: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://dspace.mackenzie.br/handle/10899/24534 |
Resumo: | The development of linguistic competences such as vocabulary, phonological awareness and letter knowledge are associated to the development of reading and writing skills in children with typical development. There are few studies about the development of such skills in children with development disorders associated with ID in various levels and specific linguistic profiles such as children with Down Syndrome (DS) and Williams Syndrome (WS). The objective of the present study was to develop and implement intervention procedures that involve training of phonological skills as an auxiliary strategy for the alphabetization process of 6 children, age range 9 to 11 years old, 3 of them with DS and 3 with WS, enrolled at regular education. To accomplish such objectives some tolls were selected to assess intellectual potential (WISC III, ludic observation sessions), behavioral profile (CBCL/6-18), receptive vocabulary (PPVT), understanding of verbal commands (TOKEN), phonological awareness skills (Phonological Awareness by Oral Production Test PCFO), syntactic awareness (Syntactic Awareness Test PCS), reading and writing (Reading and Writing Assessment Battery BALE). Besides the use of these tools, 32 sessions were carried out with the use of the phonic alphabetization software and ludic material (mobile alphabet, logic blocks, pencils and paper) as a complement to the intervention process. Participants were later reassessed though the Phonological Awareness by Oral Production Test (PCFO). CBCL/6-18 results for both groups indicated difficulties in accomplishing jobs and tasks, ability to play and work alone, academic performance, participation in organizations, attention problems, among others. PPVT results indicated that receptive vocabulary is significantly below the average for level of education and age. The assessment of verbal commands through TOKEN was impaired because 4 children did not have enough knowledge to take the test. Results for the Phonological Awareness by Oral Production Test (pre and post-intervention) and the Syntactic Awareness Test indicated large impairment with performances below the average for level of education and age. When taking the Reading and Writing Assessment Battery, children did not display enough skills to accomplish the tasks. It was possible to conclude that the stimulation through phonological awareness training promoted in this study with the help of Computer Phonic Alphabetization , particularly vocals and consonants subtests, lead to improvements in the recognition of the names of alphabet letters. The evolution presented by the participants considering that these children had been going to school for more than 3 or 4 years and still presented impairments in basic precursor abilities to the development of reading and writing skills, and that this was achieved in 32 sessions that took about 2 months, it is possible to consider this a significant progress. To sum up, the intervention procedure for the development of PA appears as a promising path for improving performance in these skills in children with ID. |
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2016-03-15T19:41:25Z2020-05-28T18:09:19Z2015-07-152020-05-28T18:09:19Z2015-02-10SEGIN, Miriam. Alfabetização e deficiência intelectual : estudo sobre o desenvolvimento de habilidades fonológicas em crianças com Síndrome de Williams e Síndrome de Down. 2015. 161 f. Tese (Doutorado em Psicologia) - Universidade Presbiteriana Mackenzie, São Paulo, 2015.http://dspace.mackenzie.br/handle/10899/24534The development of linguistic competences such as vocabulary, phonological awareness and letter knowledge are associated to the development of reading and writing skills in children with typical development. There are few studies about the development of such skills in children with development disorders associated with ID in various levels and specific linguistic profiles such as children with Down Syndrome (DS) and Williams Syndrome (WS). The objective of the present study was to develop and implement intervention procedures that involve training of phonological skills as an auxiliary strategy for the alphabetization process of 6 children, age range 9 to 11 years old, 3 of them with DS and 3 with WS, enrolled at regular education. To accomplish such objectives some tolls were selected to assess intellectual potential (WISC III, ludic observation sessions), behavioral profile (CBCL/6-18), receptive vocabulary (PPVT), understanding of verbal commands (TOKEN), phonological awareness skills (Phonological Awareness by Oral Production Test PCFO), syntactic awareness (Syntactic Awareness Test PCS), reading and writing (Reading and Writing Assessment Battery BALE). Besides the use of these tools, 32 sessions were carried out with the use of the phonic alphabetization software and ludic material (mobile alphabet, logic blocks, pencils and paper) as a complement to the intervention process. Participants were later reassessed though the Phonological Awareness by Oral Production Test (PCFO). CBCL/6-18 results for both groups indicated difficulties in accomplishing jobs and tasks, ability to play and work alone, academic performance, participation in organizations, attention problems, among others. PPVT results indicated that receptive vocabulary is significantly below the average for level of education and age. The assessment of verbal commands through TOKEN was impaired because 4 children did not have enough knowledge to take the test. Results for the Phonological Awareness by Oral Production Test (pre and post-intervention) and the Syntactic Awareness Test indicated large impairment with performances below the average for level of education and age. When taking the Reading and Writing Assessment Battery, children did not display enough skills to accomplish the tasks. It was possible to conclude that the stimulation through phonological awareness training promoted in this study with the help of Computer Phonic Alphabetization , particularly vocals and consonants subtests, lead to improvements in the recognition of the names of alphabet letters. The evolution presented by the participants considering that these children had been going to school for more than 3 or 4 years and still presented impairments in basic precursor abilities to the development of reading and writing skills, and that this was achieved in 32 sessions that took about 2 months, it is possible to consider this a significant progress. To sum up, the intervention procedure for the development of PA appears as a promising path for improving performance in these skills in children with ID.O desenvolvimento das competências linguísticas como o vocabulário, a consciência fonológica e o conhecimento das letras são associadas ao desenvolvimento das habilidades de leitura e escrita em crianças com desenvolvimento típico. Há poucos estudos sobre o desenvolvimento dessas competências em crianças com distúrbios do desenvolvimento que exibem além de deficiência intelectual (DI) em graus variados, perfis linguísticos específicos como, por exemplo, as crianças com Síndrome de Down (SD) e Síndrome de Williams (SW). Esse estudo teve como objetivo desenvolver e implementar procedimentos de intervenção, utilizando o treino de habilidades fonológicas como auxiliar para o processo de alfabetização, para 6 crianças com idades entre 9 e 11 anos, sendo 3 com SD e 3 com SW, matriculadas no ensino regular. Para cumprir os objetivos do trabalho foram selecionados instrumentos para avaliação do potencial intelectual (WISC III, sessões lúdica de observação), do perfil comportamental (CBCL/6-18), do vocabulário receptivo (TVIP) e compreensão de comandos verbais (TOKEN), das habilidades de Consciência Fonológica (PCFO), de Consciência Sintática (PCS) e leitura e escrita (BALE). Além destes instrumentos foram realizadas 32 sessões utilizando-se o software de alfabetização fônica e materiais lúdicos (alfabeto móvel, blocos lógicos e lápis e papel) como auxiliares no procedimento de intervenção. Após isso os participantes foram reavaliados por meio da PCFO. Como resultados dos dois grupos observou-se, no CBCL/6-18, comprometimento na realização de trabalhos e tarefas, na capacidade de brincar e trabalhar sozinha, no desempenho acadêmico, na participação em organizações, problemas de atenção dentre outros. No teste TVIP foi possível observar que o vocabulário receptivo está muito abaixo do esperado para a escolaridade e para a idade. A avaliação da compreensão de comandos verbais medidas pelo TOKEN foi prejudicada porque 4 crianças não apresentaram os conhecimentos para a realização da atividade. Na PCFO (pré e pós-intervenção) e na PCS os resultados apresentados pelos dois grupos mostraram grande comprometimento com desempenho muito abaixo do esperado em função da idade e da escolaridade. Com relação a BALE, as crianças não apresentavam habilidades para a realização das atividades. Foi possível concluir que a estimulação por meio do treino de consciência fonológica promovida nesse estudo com o auxílio do programa Alfabetização Fônica Computadorizada produziu ganhos para a habilidade de reconhecimento do nome das letras do alfabeto por meio dos seguintes subtestes: vogais e consoantes. A evolução apresentada pelos participantes, se considerarmos que estas crianças já frequentaram a escola por mais de 3 a 4 anos e mesmo assim apresentavam prejuízos em habilidades precursoras básicas para o desenvolvimento de leitura e escrita, com apenas 32 sessões em um prazo de aproximadamente dois meses, houve um progresso acentuado. Em suma, o procedimento de intervenção para o desenvolvimento da CF mostra-se um caminho promissor para melhorar os desempenhos nessas habilidades para crianças com DI.application/pdfporUniversidade Presbiteriana MackenzieDistúrbios do DesenvolvimentoUPMBRPsicologiaSíndrome de DownSíndrome de Williamsleituraescritaconsciência fonológicaconhecimento de letrasDown SyndromeWilliams Syndromereading and writingphonological awarenessletter knowledgeCNPQ::CIENCIAS HUMANAS::PSICOLOGIAAlfabetização e deficiência intelectual : estudo sobre o desenvolvimento de habilidades fonológicas em crianças com Síndrome de Williams e Síndrome de Downinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisCarreiro, Luiz Renato Rodrigueshttp://lattes.cnpq.br/0203967709311323Capovilla, Alessandra Gotuzo Seabrahttp://lattes.cnpq.br/7828325860191703Araújo, Marcos Vinícius dehttp://lattes.cnpq.br/1336428563929351Martins, Ednahttp://lattes.cnpq.br/1795407379797629Vóvio, Claudia Lemoshttp://lattes.cnpq.br/6082754427382954http://lattes.cnpq.br/4433240490474925Segin, Miriamhttp://tede.mackenzie.br/jspui/retrieve/3736/Miriam%20Segin.pdf.jpghttp://tede.mackenzie.br/jspui/bitstream/tede/1783/1/Miriam%20Segin.pdfinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do Mackenzieinstname:Universidade Presbiteriana Mackenzie (MACKENZIE)instacron:MACKENZIE10899/245342020-05-28 15:09:19.515Biblioteca Digital de Teses e Dissertaçõeshttp://tede.mackenzie.br/jspui/PRI |
dc.title.por.fl_str_mv |
Alfabetização e deficiência intelectual : estudo sobre o desenvolvimento de habilidades fonológicas em crianças com Síndrome de Williams e Síndrome de Down |
title |
Alfabetização e deficiência intelectual : estudo sobre o desenvolvimento de habilidades fonológicas em crianças com Síndrome de Williams e Síndrome de Down |
spellingShingle |
Alfabetização e deficiência intelectual : estudo sobre o desenvolvimento de habilidades fonológicas em crianças com Síndrome de Williams e Síndrome de Down Segin, Miriam Síndrome de Down Síndrome de Williams leitura escrita consciência fonológica conhecimento de letras Down Syndrome Williams Syndrome reading and writing phonological awareness letter knowledge CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Alfabetização e deficiência intelectual : estudo sobre o desenvolvimento de habilidades fonológicas em crianças com Síndrome de Williams e Síndrome de Down |
title_full |
Alfabetização e deficiência intelectual : estudo sobre o desenvolvimento de habilidades fonológicas em crianças com Síndrome de Williams e Síndrome de Down |
title_fullStr |
Alfabetização e deficiência intelectual : estudo sobre o desenvolvimento de habilidades fonológicas em crianças com Síndrome de Williams e Síndrome de Down |
title_full_unstemmed |
Alfabetização e deficiência intelectual : estudo sobre o desenvolvimento de habilidades fonológicas em crianças com Síndrome de Williams e Síndrome de Down |
title_sort |
Alfabetização e deficiência intelectual : estudo sobre o desenvolvimento de habilidades fonológicas em crianças com Síndrome de Williams e Síndrome de Down |
author |
Segin, Miriam |
author_facet |
Segin, Miriam |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Carreiro, Luiz Renato Rodrigues |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/0203967709311323 |
dc.contributor.referee1.fl_str_mv |
Capovilla, Alessandra Gotuzo Seabra |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7828325860191703 |
dc.contributor.referee2.fl_str_mv |
Araújo, Marcos Vinícius de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1336428563929351 |
dc.contributor.referee3.fl_str_mv |
Martins, Edna |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/1795407379797629 |
dc.contributor.referee4.fl_str_mv |
Vóvio, Claudia Lemos |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/6082754427382954 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4433240490474925 |
dc.contributor.author.fl_str_mv |
Segin, Miriam |
contributor_str_mv |
Carreiro, Luiz Renato Rodrigues Capovilla, Alessandra Gotuzo Seabra Araújo, Marcos Vinícius de Martins, Edna Vóvio, Claudia Lemos |
dc.subject.por.fl_str_mv |
Síndrome de Down Síndrome de Williams leitura escrita consciência fonológica conhecimento de letras |
topic |
Síndrome de Down Síndrome de Williams leitura escrita consciência fonológica conhecimento de letras Down Syndrome Williams Syndrome reading and writing phonological awareness letter knowledge CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
Down Syndrome Williams Syndrome reading and writing phonological awareness letter knowledge |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
description |
The development of linguistic competences such as vocabulary, phonological awareness and letter knowledge are associated to the development of reading and writing skills in children with typical development. There are few studies about the development of such skills in children with development disorders associated with ID in various levels and specific linguistic profiles such as children with Down Syndrome (DS) and Williams Syndrome (WS). The objective of the present study was to develop and implement intervention procedures that involve training of phonological skills as an auxiliary strategy for the alphabetization process of 6 children, age range 9 to 11 years old, 3 of them with DS and 3 with WS, enrolled at regular education. To accomplish such objectives some tolls were selected to assess intellectual potential (WISC III, ludic observation sessions), behavioral profile (CBCL/6-18), receptive vocabulary (PPVT), understanding of verbal commands (TOKEN), phonological awareness skills (Phonological Awareness by Oral Production Test PCFO), syntactic awareness (Syntactic Awareness Test PCS), reading and writing (Reading and Writing Assessment Battery BALE). Besides the use of these tools, 32 sessions were carried out with the use of the phonic alphabetization software and ludic material (mobile alphabet, logic blocks, pencils and paper) as a complement to the intervention process. Participants were later reassessed though the Phonological Awareness by Oral Production Test (PCFO). CBCL/6-18 results for both groups indicated difficulties in accomplishing jobs and tasks, ability to play and work alone, academic performance, participation in organizations, attention problems, among others. PPVT results indicated that receptive vocabulary is significantly below the average for level of education and age. The assessment of verbal commands through TOKEN was impaired because 4 children did not have enough knowledge to take the test. Results for the Phonological Awareness by Oral Production Test (pre and post-intervention) and the Syntactic Awareness Test indicated large impairment with performances below the average for level of education and age. When taking the Reading and Writing Assessment Battery, children did not display enough skills to accomplish the tasks. It was possible to conclude that the stimulation through phonological awareness training promoted in this study with the help of Computer Phonic Alphabetization , particularly vocals and consonants subtests, lead to improvements in the recognition of the names of alphabet letters. The evolution presented by the participants considering that these children had been going to school for more than 3 or 4 years and still presented impairments in basic precursor abilities to the development of reading and writing skills, and that this was achieved in 32 sessions that took about 2 months, it is possible to consider this a significant progress. To sum up, the intervention procedure for the development of PA appears as a promising path for improving performance in these skills in children with ID. |
publishDate |
2015 |
dc.date.available.fl_str_mv |
2015-07-15 2020-05-28T18:09:19Z |
dc.date.issued.fl_str_mv |
2015-02-10 |
dc.date.accessioned.fl_str_mv |
2016-03-15T19:41:25Z 2020-05-28T18:09:19Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SEGIN, Miriam. Alfabetização e deficiência intelectual : estudo sobre o desenvolvimento de habilidades fonológicas em crianças com Síndrome de Williams e Síndrome de Down. 2015. 161 f. Tese (Doutorado em Psicologia) - Universidade Presbiteriana Mackenzie, São Paulo, 2015. |
dc.identifier.uri.fl_str_mv |
http://dspace.mackenzie.br/handle/10899/24534 |
identifier_str_mv |
SEGIN, Miriam. Alfabetização e deficiência intelectual : estudo sobre o desenvolvimento de habilidades fonológicas em crianças com Síndrome de Williams e Síndrome de Down. 2015. 161 f. Tese (Doutorado em Psicologia) - Universidade Presbiteriana Mackenzie, São Paulo, 2015. |
url |
http://dspace.mackenzie.br/handle/10899/24534 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Presbiteriana Mackenzie |
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Distúrbios do Desenvolvimento |
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UPM |
dc.publisher.country.fl_str_mv |
BR |
dc.publisher.department.fl_str_mv |
Psicologia |
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Universidade Presbiteriana Mackenzie |
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MACKENZIE |
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Biblioteca Digital de Teses e Dissertações do Mackenzie |
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