Relações entre variáveis psicossocioambientais e competência em leitura de crianças do 3º ano do ensino fundamental de uma rede pública

• Ano de defesa: 2014
• Autor(a) principal: Mendes, Eva Cristina de Carvalho Souza
• Orientador(a): Brunoni, Décio
• Banca de defesa: Macedo, Elizeu Coutinho de , D´antino, Maria Eloisa Famá , Fernandes, Fernanda Dreux Miranda , Varanda, Cristina de Andrade
• 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: leitura; avaliação; fatores protetivos/risco
• Palavras-chave em Inglês: reading; evaluation; protective and risk factors
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Link de acesso: http://dspace.mackenzie.br/handle/10899/24531

Introduction: unsatisfactory results in school performance have motivated a number of investigations to search for possible variables associated with this outcome. As each school system presents peculiar characteristics it is recommended that such research is multiplied in each school context. Objectives: to assess reading development of children in the 3rd grade of elementary school enrolled in Municipal Education Units in Santos-SP, to verify the relations among the results from reading tests, the score obtained in Provinha Brasil - Reading and variables related to the child and family. Participants and Methods: the study included 142 children, with ages varying from 8 to 11 years, of the 3rd year of elementary school in four public schools were drawn from four regions of the city of Santos - São Paulo. The sample is homogeneous among schools regarding the number, age and gender of the participants. Data collection was conducted in the year 2013. The result of Provinha Brasil was computed at the semester immediately preceding ( Provinha Brasil - Reading 2012-2). The instruments used to assess the possible predictive variables of school performance were: a) Colored Progressive Matrices Raven; b) Survey of Socioeconomic Status and Resources of the Family Environment; c) The Competence of Reading Words and Pseudowords Test; d) Contrastive Test of Listening and Reading with The Compression of Written and Spoken Sentences Subtests and Rapid Automatized Naming Test. Results and Discussion: The performance in Provinha Brasil was level 4, not differing from the other schools in the public system. The results of all tests showed small fluctuations among students from four schools demonstrating homogeneity between them. As expected, there was positive and significant correlation between the variables of learning to read, and there was significant correlation between variables of learning and nonverbal intelligence. The rapid automatized naming showed a negative significant correlation with the variables of learning to read, indicating that the longer the time in naming the lower the reading skills. In relation to social and environmental variables there was no significant correlation with the variables of learning to read. Moreover, the reading ability variables correlated with the predictor learning reading - Toys. The results of this study suggest that the presence of toys in the family room can be a predictor of reading competence. The linear regression analysis showed that 42.9% of the variance in the performance of Provinha Brasil -Reading is explained by socio-environmental variables, variables of learning to read and variable predictors of learning to read. Parental education was a variable that was expected to be a positive predictor but it was not. This and other details should be further explored in more detailed analyzes. The results of this study demonstrate satisfactory performance of average students in this sample. Methods that aim to detect specific problems of students and families are recommended to increase the number of high-achieving students.