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Letramento em jovens e adultos com deficiência mental; Learning to read and write by mentally deficient young people and adults

Shimazaki, Elsa Midori
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 20/10/2006 Português
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Alfabetizar e letrar pessoas jovens e adultas constitui uma necessidade e, no caso de indivíduos adultos com deficiência mental, os estudos a respeito de letramento são rarefeitos e demandam, por isso, mais pesquisas e ações políticas que possam modificar as condições desses indivíduos. Letramento significa compreender e elaborar a linguagem e fazer uso social dela em várias situações da vida prática. Nesta pesquisa, objetivou-se comparar o grau de letramento, o nível de compreensão de leitura e produção escrita de adultos deficientes mentais, considerados alfabetizados, antes e depois de um programa de práticas de letramento. Estudou-se, também, a influência da família no nível de compreensão de leitura e escrita dos sujeitos. Participaram da pesquisa 11 sujeitos classificados, por meio de avaliação psicológica, como deficientes mentais moderados ou severos, com idade entre 18 e 34 que eram considerados alfabetizados e tinham freqüentado programa de educação especial por 5 anos ou mais. Foram aplicados questionários aos responsáveis pelos alunos para verificar as suas condições de letramento das famílias. A partir da avaliação inicial, elaborou-se um programa de práticas de letramento, realizado duas vezes por semana...

Intervenções em linguagem escrita: Uma revisão da literatura com vistas à redução dos transtornos funcionais de aprendizagem

Oliveira, Jáima Pinheiro de; Braga, Tania Moron Saes
Fonte: Universidade Estadual Paulista Publicador: Universidade Estadual Paulista
Tipo: Artigo de Revista Científica Formato: 517-536
Português
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The importance reading and writing and being able to use these skills in a variety of situations is an absolute reality. In our society in which reading and writing are widely used, Brazil still faces severe problems with literacy, as revealed in literacy statistics and in the large number of students with learning disabilities. Thus, our text aims to present a survey of the research that focuses on intervention programs highlighting the needs of this group, with special attention on the use of narrative or storytelling. Specific criteria were established, the main one being the period of the publications (2000 to 2010). The results of the analysis of 15 texts showed that intervention is the most neglected area. International literature presents concerns related to scientific rigor or greater control of variables related to ongoing programs, as well as measures for generalizing the effective use of these programs, within verbal communities, with special focus on schools. Our revision enabled us to conclude that, even though production on written language is large, international literature is much more expressive with reference to intervention programs. Furthermore, in both national and international literature, production concerning the understanding of written language processes of acquisition and development prevails.

Compreender para ler. Ler para compreender: contributo de estratégias metacognitivas monitorizadas de forma directa e explicita no ensino da compreensão leitora

Ramos, Jerónima Isidora Rosado Alexandrino
Fonte: Universidade de Évora Publicador: Universidade de Évora
Tipo: Dissertação de Mestrado
Português
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A sociedade dos nossos dias exige dos cidadãos um elevado potencial cognitivo e metacognitivo, do qual a realidade escolar se deve aproximar, estimulando o desenvolvimento das necessárias competências e atitudes. Este estudo centra-se no processo de ensino/aprendizagem da compreensão leitora e procura investigar até que ponto uma abordagem de incidência metacognitiva, mediante estratégias monitorizadas de forma explícita e directa promovem nos alunos uma aprendizagem mais significativa, tornando-os leitores mais eficazes em termos de compreensão. O corpo do trabalho é constituído por duas componentes diferenciadas, mas que interagem em busca da necessária complementaridade: - uma componente teórica que procura reunir os conceitos fundamentais que as vertentes epistemológica, psicológica, pedagógica e metodológica integram, no sentido de conferir ao ensino/aprendizagem da compreensão leitora a coerência e a qualidade tão reclamadas; - uma componente empírica que visa investigar no campo, em contexto educativo, os princípios e referenciais teóricos; esta componente foi desenvolvida na Escola Básica 1 da Vista Alegre de Évora, com os alunos de uma turma do 2° ano de escolaridade e no âmbito da disciplina da Língua Portuguesa (compreensão leitora). Na tentativa de obter um conhecimento mais profundo do complexo fenómeno que é a educação recorreu-se...

Fluência e precisão da leitura: avaliação e desenvolvimento

Silveira, Ana Gisela Fernandes Pinto da
Fonte: Instituto Politécnico de Lisboa Publicador: Instituto Politécnico de Lisboa
Tipo: Dissertação de Mestrado
Publicado em /12/2012 Português
Relevância na Pesquisa
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Projeto de Intervenção apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de Mestre em Didática da Língua Portuguesa no 1.º e 2.º Ciclo do Ensino Básico; A leitura em voz alta tem vindo a conhecer, nos nossos dias, um interesse renovado, esforçando-se bibliotecas, mediatecas, instituições escolares e várias associações por dar voz aos livros com o intuito de atrair para a leitura. A importância da leitura em voz alta para o desenvolvimento da competência de leitura, apesar de sustentada pela investigação recente, não se reflete nas práticas em sala de aula. O recurso a estratégias didáticas diversificadas, assim como o tempo efetivamente dedicado à leitura, diminui progressivamente à medida que se avança no nível de escolaridade, sem que se faça depender a intervenção didática do nível de proficiência verdadeiramente alcançado pelos alunos. Evidências deste problema surgiram nos resultados de uma avaliação diagnóstica, em que, em menor ou maior grau, os alunos de 6º ano demonstravam grandes dificuldades nas suas prestações de leitura. Para delimitar o problema a investigar, procedeu-se à recolha e análise dos resultados dos alunos ao nível das competências de leitura: compreensão...

WHY INTENSIVE INTERVENTIONS ARE NECESSARY FOR STUDENTS WITH SEVERE READING DIFFICULTIES

Vaughn, Sharon; Denton, Carolyn A.; Fletcher, Jack M.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /05/2010 Português
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This article reviews research related to intensive interventions within a Response to Intervention framework. We review the research from studies that provided different levels of intensity of intervention with the goal of establishing a case that movement through less intensive tiers of intervention may not be an effective and responsible approach to addressing the reading difficulties of some students, particularly those with significant reading difficulties or disabilities.

IDENTIFICATION OF READING PROBLEMS IN FIRST GRADE WITHIN A RESPONSE-TO-INTERVENTION FRAMEWORK

Speece, Deborah L.; Schatschneider, Christopher; Silverman, Rebecca; Case, Lisa Pericola; Cooper, David H.; Jacobs, Dawn M.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em 01/06/2011 Português
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Models of Response to Intervention (RTI) include parameters of assessment and instruction. This study focuses on assessment with the purpose of developing a screening battery that validly and efficiently identifies first-grade children at risk for reading problems. In an RTI model, these children would be candidates for early intervention. We examined accuracy, fluency, growth, and teacher rating measures as predictors of child status (at risk, not at risk) at the end of the school year based on an unselected sample of 243 children. The prediction model that best fit our selection criteria included 2-word fluency measures and a teacher rating of reading problems. Word-fluency growth was an equally plausible choice statistically, but, because the measure would require an additional data point, it was not the most efficient choice. The receiver-operator characteristic curve analysis yielded an area-under-the-curve index of .96, which indicates the selected 3-variable model is highly accurate.

Examining Agreement and Longitudinal Stability Among Traditional and Response-to-Intervention-Based Definitions of Reading Disability Using the Affected-Status Agreement Statistic

Brown Waesche, Jessica S.; Schatschneider, Christopher; Maner, Jon K.; Ahmed, Yusra; Wagner, Richard K.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Português
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Rates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency and Nonsense Word Fluency, and six levels of severity of poor reading were examined (25th, 20th, 15th, 10th, 5th, and 3rd percentile ranks). Four definitions were compared, including traditional unexpected low achievement and three response-to-intervention-based definitions: low achievement, low growth, and dual discrepancy. Rates of agreement were variable but only poor to moderate overall, with poorest agreement between unexpected low achievement and the other definitions. Longitudinal stability was poor, with poorest stability for the low growth definition. Implications for research and practice are discussed.

Characteristics of General Education Reading Interventions Implemented in Elementary Schools for Students with Reading Difficulties

Wanzek, Jeanne; Cavanaugh, Christie
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Português
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The implementation of response to intervention requires interventions for struggling students be provided through general education prior to referral for special education. We surveyed elementary teachers (K-3) in one state to examine the characteristics of the supplemental reading interventions that their students receive through general education. Findings reveal differences between grade levels in the amount of time interventions are provided to students, the providers of the intervention, and the material selection for the interventions. No differences between grade levels were noted in the frequency of intervention or instructional group sizes. Three-quarters of the teachers reported providing the supplemental interventions to students in their class. The findings provide insight into the resources utilized by schools to implement supplemental interventions.

Effects of Individualized and Standardized Interventions on Middle School Students With Reading Disabilities

VAUGHN, SHARON; WEXLER, JADE; ROBERTS, GREG; BARTH, AMY A.; CIRINO, PAUL T.; ROMAIN, MELISSA A.; FRANCIS, DAVID; FLETCHER, JACK; DENTON, CAROLYN A.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em /05/2011 Português
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This study reports the effectiveness of a year-long, small-group, tertiary (Tier 3) intervention that examined 2 empirically derived but conceptually different treatments and a comparison condition. The researchers had randomly assigned all students to treatment or comparison conditions. The participants were seventh- and eighth-grade students from the previous year who received an intervention and did not meet exit criteria. The researchers assigned them to one of two treatments: standardized (n = 69) or individualized (n = 71) for 50 min a day, in group sizes of 5, for the entire school year. Comparison students received no researcher-provided intervention (n = 42). The researchers used multigroup modeling with nested comparisons to evaluate the statistical significance of Time 3 estimates. Students in both treatments outperformed the comparison students on assessments of decoding, fluency, and comprehension. Intervention type did not moderate the pattern of effects, although students in the standardized treatment had a small advantage over individualized students on word attack. This study provides a framework from which to refine further interventions for older students with reading disabilities.

The Effectiveness of the Barton’s Intervention Program on Reading Comprehension and Reading Attitude of Students with Dyslexia

Mihandoost, Zeinab; Elias, Habibah
Fonte: Mazandaran University of Medical Sciences Publicador: Mazandaran University of Medical Sciences
Tipo: Artigo de Revista Científica
Publicado em //2011 Português
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Objective: The current research tested the differences in reading attitude and reading comprehension in the dyslexic students between the control group and the experimental group following the Barton intervention program.

Early Literacy Instruction and Intervention

Al Otaiba, Stephanie; Foorman, Barbara
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Publicado em //2008 Português
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The purpose of this paper is to describe the efficacy of early literacy interventions and to discuss possible roles for volunteer tutors in helping prevent reading difficulties within the Response to Intervention process. First, we describe a landmark study that evaluated the impact of primary classroom instruction on reducing the proportion of students at risk for reading failure, and a more recent series of studies exploring the effects of individualizing classroom reading instruction based on students’ initial skills. Second, we review studies of more intensive early intervention to demonstrate how these interventions substantially reduce the proportion of students at risk. Third, we examine effective tutoring models that utilize volunteers. Finally, we discuss the potential role of community tutors in supporting primary classroom instruction and secondary interventions.

Long Term Effects of First Grade Multi-Tier Intervention

Otaiba, Stephanie Al; Kim, Young-Suk; Wanzek, Jeanne; Petscher, Yaacov; Wagner, Richard K.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Português
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The purpose of this study was to compare the long term effects of two first grade RTI models (Dynamic and Typical RTI) on the reading performance of students in second and third grade. Participants included 419 first grade students (352 in second grade and 278 in third grade after attrition). Students were classified based on first grade screeners as at-risk or not at-risk and then based on their response to intervention (no risk [NR], relative easy to remediate [ER] and requiring sustained remediation [SR]). Students in the Dynamic RTI condition had higher reading comprehension scores at the end of third grade. At the end of second grade, ER and SR students had lower reading scores than NR students. At the end of third grade, there were no differences in reading skills between ER and NR students, but SR students had lower scores than NR students. ER students in the Dynamic RTI condition had higher reading scores at the end of second grade than those in the Typical RTI condition. Limitations and directions for future research are discussed.

The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties

Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie; Kent, Shawn C.
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Português
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For many students at risk for reading difficulties, effective, early reading instruction can improve reading outcomes and set them on a positive reading trajectory. Thus, response-to-intervention models include a focus on a student’s Tier I reading instruction as one element for preventing reading difficulties and identifying students with a learning disability. The purpose of this study was to examine the amount of time kindergarten students at risk for reading difficulties actively engaged in reading print during Tier I reading instruction, and the extent to which time in reading print was related to end-of-year reading achievement. Findings revealed the amount of time students were engaged in reading print predicted end-of-year reading achievement, although time engaged in reading print during Tier I was limited overall. Student and teacher level factors and their relationship to the amount of time students engage in reading print is also examined.

A cluster randomized control field trial of the ABRACADABRA web-based reading technology: replication and extension of basic findings

Piquette, Noella A.; Savage, Robert S.; Abrami, Philip C.
Fonte: Frontiers Media S.A. Publicador: Frontiers Media S.A.
Tipo: Artigo de Revista Científica
Publicado em 04/12/2014 Português
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The present paper reports a cluster randomized control trial evaluation of teaching using ABRACADABRA (ABRA), an evidence-based and web-based literacy intervention (http://abralite.concordia.ca) with 107 kindergarten and 96 grade 1 children in 24 classes (12 intervention 12 control classes) from all 12 elementary schools in one school district in Canada. Children in the intervention condition received 10–12 h of whole class instruction using ABRA between pre- and post-test. Hierarchical linear modeling of post-test results showed significant gains in letter-sound knowledge for intervention classrooms over control classrooms. In addition, medium effect sizes were evident for three of five outcome measures favoring the intervention: letter-sound knowledge (d= +0.66), phonological blending (d = +0.52), and word reading (d = +0.52), over effect sizes for regular teaching. It is concluded that regular teaching with ABRA technology adds significantly to literacy in the early elementary years.

Email Intervention Following Traumatic Brain Injury: Two Case Reports

Kim, Min Jung; Stierwalt, Julie A. G.; LaPointe, Leonard L.
Fonte: University Library System, University of Pittsburgh Publicador: University Library System, University of Pittsburgh
Tipo: Artigo de Revista Científica
Publicado em 27/10/2010 Português
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An email intervention for two individuals with TBI was conducted to investigate if this electronic medium shows potential as a therapeutic delivery method. Specifically, this study measured participants’ compliance with a plan that incorporated email and a reading assignment. Prior to the email intervention, the clinician and participants designed an intervention plan which included specific guidelines for scheduled email correspondence regarding a daily reading task. After reviewing the daily emails, the clinician provided therapeutic feedback. The participants’ compliance with the plan was measured by the punctuality of email correspondence and completion of tasks as detailed in the plan. Over a 4-week intervention period, both participants demonstrated improvement in task completion and time adherence. Email proved to be a feasible option as a therapeutic delivery method for these individuals.

The Relationship Between a Silent Reading Fluency Instructional Protocol on Students’ Reading Comprehension and Achievement in an Urban School Setting

Rasinski, Timothy; Samuels, S. Jay; Hiebert, Elfrieda; Petscher, Yaacov; Feller, Karen
Fonte: PubMed Publicador: PubMed
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
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Reading fluency has been identified as a key component in effective literacy instruction (National Reading Panel, 2000). Instruction in reading fluency has been shown to lead to improvements in reading achievement. Reading fluency instruction is most commonly associated with guided repeated oral reading instruction. In the present retrospective study we examine the effects of a computer-based silent reading fluency instructional system called Reading Plus (Taylor Associates, Winooski, Vermont, USA) on the reading comprehension and overall reading achievement of a large corpus of students in an urban school setting. Findings indicate that the program resulted in positive, substantial, and significant improvements in reading comprehension and overall reading achievement on a criterion referenced reading test for Grades 5, 6, 7, 8, and 9 and on a norm-referenced test of reading achievement for Grades 4, 5, 6, 7, 8 and 10. Moreover, mean gains made by students in the Reading Plus intervention were greater than mean gains for all students at the state and district level. The findings were generally positive for all subpopulations studied, including special education and regular education students. Qualitative reports from teachers who participated in the study were also supportive of the program. Implications for the study are explored for particular subgroups of students and for the role of fluency instruction with struggling adolescent readers.

Já li muita coisa, então, eu posso inventar mais! A leitura literária e o desenvolvimento do pensamento criativo na infância

Faria, Kivia Pereira de Medeiros
Fonte: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Educação; Educação Publicador: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Educação; Educação
Tipo: Dissertação Formato: application/pdf
Português
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This study investigates the contributions of reading literature for the development of creative thinking in childhood. Its relevance consists in exploring practices that contemplate the creative thinking development in apprentices at school space and understanding the literature like a significant way to promote the creative thinking. The study is connected to the qualitaty strand. The exploratory observation and the intervention were adopted as research techniques. The field diary and the audio and video recording of the reading sections were adopted as methodological instruments. The research was conducted in the application s college from the Federal University of Rio Grande do Norte, in a 1th grade class, with 18 students between 6 and 7 years old. During the intervention, 8 readind class happened, with varied strategies and literary genres. The reading sessions were conducted through the principles of scaffolding, defended by Graves and Graves (1995). The corpus is made of speaks episodes, whose encoding semantics allowed the grouping into two central categories: divergent thinking and coauthoring of literary reader. It was taken as a theoretical framework the studies of Amarilha (2011; 2006; 2001; 1991; 1993; 1994), Alencar (2001)...

A leitura como instrumento facilitador da compreensão matemática

Dantas, Franceliza Monteiro da Silva
Fonte: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática; Ensino de Ciências Naturais e Matemática Publicador: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Ensino de Ciências Naturais e Matemática; Ensino de Ciências Naturais e Matemática
Tipo: Dissertação Formato: application/pdf
Português
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This research builds on a qualitative approach and proposes action research to develop, implement and evaluate a strategy grounded in the teaching of geometry reading from different text types, in order to enhance the understanding of mathematical concepts by students in the 6th grade of elementary school. The teaching of mathematics, strengthened by a reading practice that fosters a greater understanding of science, because it would contribute to the expansion of vocabulary, acquire a higher level of reasoning, interpretation and understanding, providing opportunities thus a greater contextualization of the student, making out the role of mere spectator to the builder of mathematical knowledge. As a methodological course comply with the following steps: selecting a field of intervention school, the class-subject (6 years of elementary school) and teacher-collaborator. Then there was a diagnostic activity involving the content of geometry - geometric solids, flat regions and contours - with the class chosen, and it was found, in addition to the unknown geometry, a great difficulty to contextualize it. From the analysis of the answers given by students, was drawn up and applied three interventional activities developed from various text (legends...

Da leitura à escrita: as estratégias de compreensão leitora na melhoria da escrita de textos narrativos

Silva, Filipa Cruz da
Fonte: Instituto Politécnico de Lisboa Publicador: Instituto Politécnico de Lisboa
Tipo: Dissertação de Mestrado
Publicado em /07/2015 Português
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Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Ensino dos 1.º e 2.º Ciclos do Ensino Básico; O presente relatório foi desenvolvido no âmbito da unidade curricular Prática de Ensino Supervisionada II do plano de estudos do Mestrado em Ensino dos 1.º e 2.º Ciclo do Ensino Básico. Pretende-se que este seja um documento reflexivo e fundamentado sobre a prática desenvolvida com uma turma do 2.º ano de escolaridade de uma Instituição Privada de Solidariedade Social da freguesia de São Domingos de Benfica. O mesmo debruça-se ainda sobre uma investigação realizada focada no papel da leitura no processo de ensino e de aprendizagem da escrita de textos narrativos. O objetivo deste estudo é compreender o impacto da utilização de estratégias de compreensão leitora na melhoria das produções de textos narrativos. O trabalho realizado iniciou-se num período de observação, durante o qual se procedeu à caracterização do contexto socioeducativo. Esta caracterização permitiu identificar as potencialidades e fragilidades da turma que conduziram à definição da problemática, dos objetivos gerais e de um plano de intervenção. Este deu sentido à prática...

Vocalnayno: Designing a Game-Based Intervention to Support Reading Development in Primary Schools

Scott, Michael 'Adrir'
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 29/04/2013 Português
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Encouraging children to read frequently and helping them to develop their reading skills as effectively as possible can be a challenge for some primary schools. This research questions whether the use of a game-based intervention can integrate into the existing teaching culture to aid volunteer teaching assistants in achieving a more significant impact on pupil reading development. A prototype based on the initial process of requirements gathering is presented using Multimedia Fusion Developer 2. The design incorporates a game-like exercise where a foam volcano character releases bubbles containing letters and words. Pupils must read these aloud in order to burst them open, which is recorded as a metric of reading ability.; Comment: Presented at the 6th European Conference on Games-Based Learning, Oct 4-5, 2012, Cork, Ireland