Caracterização das habilidades preditoras de leitura em escolares com dificuldades de aprendizagem em tempos de pandemia
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Data
2022-05-06
Autores
Santana, Mariana Garrido
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Objetivo: Este estudo teve o objetivo de caracterizar e comparar as habilidades preditoras de leitura de escolares dos 1º e 2º anos do Ensino Fundamental em tempos de pandemia da Covid-19. Método: Participaram deste estudo 40 escolares na faixa etária de 6 a 7 anos de idade, de ambos os sexos, da rede municipal de Marília-SP. Os escolares foram divididos em quatro grupos: Grupo I (GI), composto por 11 escolares do 1º ano do Ensino Fundamental, sendo 36% do sexo feminino e 64% do sexo masculino; Grupo II (GII), composto por 9 escolares do 2º ano do Ensino Fundamental, sendo 22% do sexo feminino e 78% do sexo masculino, todos avaliados durante a pandemia; Grupo III (GIII), composto por 20 escolares avaliados antes da pandemia, pareados com GI e GII em relação ano escolar e à idade cronológica, retirados do Banco de dados fornecido Pelo Laboratório de Investigações dos Desvios de Aprendizagem (LIDA), da Universidade Estadual Paulista – “Júlio de Mesquita Filho”, Campus Marília – SP; Grupo IV (GIV), composto por 20 escolares, representou a junção dos GI e GII. Todos os escolares foram submetidos ao Protocolo de Identificação Precoce dos Problemas de Leitura (IPPL), composto por 13 provas referentes às habilidades metafonológicas (silábicas, fonêmicas e de rima) e à leitura. Os resultados descrevem que os GI e GII, no geral, são estatisticamente semelhantes. O GIII diferencia-se do GI e GII, enquanto o GIII e GIV se apresentam estatisticamente diferentes. Isto sugere que o grupo pré-pandemia apresentou as habilidades preditoras de leitura mais desenvolvidas do que os grupos pesquisados durante a pandemia. Conclusão: Os escolares dos anos iniciais de alfabetização apresentaram dificuldades quanto às habilidades metafonológicas (intrassilábicas, silábicas e fonêmicas) e de leitura, sugerindo falhas no ensino sistemático das habilidades preditoras para a leitura em contexto escolar. Este estudo corrobora pesquisas anteriores que demonstram que as habilidades de Análise Fonêmica e Leitura Silenciosa já se encontravam prejudicadas antes da pandemia. A pandemia pode ter resultado no agravamento do desenvolvimento das habilidades preditoras e de leitura, por causa da adoção da educação remota emergencial, para a população deste estudo. Porém, tanto as pesquisas anteriores a pandemia quando este estudo, concordam em sugerir a necessidade de investimento no ensino sistemático e explícito da relação grafema-fonema para que ocorram ganhos no desenvolvimento das habilidades preditoras e de leitura.
The objective of this study was to characterize and compare the predictive reading skills of 1st and 2nd year students of Elementary School I in times of a pandemic. Method. Twenty schoolchildren aged between 6 and 7 years old, of both sexes, from the municipal network of Marília-SP participated in this study. The students were divided into two groups: Group I (GI): composed of 11 students from the 1st year of Elementary School I, 36% female and 64% male; Group II (GII): composed of 9 students from the 2nd year of Elementary School I, 22% female and 78% male; evaluated during the Pandemic. Group III (GIII): composed of 20 students, paired with GI and GII in relation to school year and chronological age, were taken from a database provided by the Laboratory of Investigations of Learning Deviations (LIDA), from Universidade Estadual Paulista – “Júlio de Mesquita Filho”, Campus Marilia – SP, evaluated before the pandemic and Group IV (GIV): composed of 20 schoolchildren, being the junction of groups GI and GII. All students were submitted to the Protocol for Early Identification of Reading Problems (IPPL), consisting of 13 tests, being metaphonological (syllabic, phonemic and rhyming) and reading skills. The results describe that GI and GII in general are statistically similar. That GIII differs from GI and GII and that GIII and GIV are statistically different. This shows that the pre-pandemic group had much more developed predictive reading skills than the groups surveyed during the pandemic. Conclusion. The students in the first and second years presented difficulties in terms of metaphonological (intrasyllabic, syllabic and phonemic) and reading skills, suggesting failures in the systematic teaching of predictive skills for reading in a school context. The pandemic may have resulted in difficulties in the development of these skills due to the adoption of remote education for the population of this study. However, both research prior to the pandemic and this study agree in suggesting the need for investment in systematic and explicit teaching of the grapheme-phoneme relationship so that gains in the development of predictive and reading skills occur.
The objective of this study was to characterize and compare the predictive reading skills of 1st and 2nd year students of Elementary School I in times of a pandemic. Method. Twenty schoolchildren aged between 6 and 7 years old, of both sexes, from the municipal network of Marília-SP participated in this study. The students were divided into two groups: Group I (GI): composed of 11 students from the 1st year of Elementary School I, 36% female and 64% male; Group II (GII): composed of 9 students from the 2nd year of Elementary School I, 22% female and 78% male; evaluated during the Pandemic. Group III (GIII): composed of 20 students, paired with GI and GII in relation to school year and chronological age, were taken from a database provided by the Laboratory of Investigations of Learning Deviations (LIDA), from Universidade Estadual Paulista – “Júlio de Mesquita Filho”, Campus Marilia – SP, evaluated before the pandemic and Group IV (GIV): composed of 20 schoolchildren, being the junction of groups GI and GII. All students were submitted to the Protocol for Early Identification of Reading Problems (IPPL), consisting of 13 tests, being metaphonological (syllabic, phonemic and rhyming) and reading skills. The results describe that GI and GII in general are statistically similar. That GIII differs from GI and GII and that GIII and GIV are statistically different. This shows that the pre-pandemic group had much more developed predictive reading skills than the groups surveyed during the pandemic. Conclusion. The students in the first and second years presented difficulties in terms of metaphonological (intrasyllabic, syllabic and phonemic) and reading skills, suggesting failures in the systematic teaching of predictive skills for reading in a school context. The pandemic may have resulted in difficulties in the development of these skills due to the adoption of remote education for the population of this study. However, both research prior to the pandemic and this study agree in suggesting the need for investment in systematic and explicit teaching of the grapheme-phoneme relationship so that gains in the development of predictive and reading skills occur.
Descrição
Palavras-chave
Habilidades preditoras de leitura, Ensino remoto, Pandemia, Predictive reading skills, Remote learning, Pandemic
Como citar
SANTANA, Mariana Garrido. Caracterização das habilidades preditoras de leitura em escolares com dificuldades de aprendizagem em tempos de pandemia. Universidade Estadual Paulista (Unesp), 2022.