Programa de estimulação com a fluência da leitura oral para escolares do 1º e 2º ano do ensino fundamental I: elaboração e aplicabilidade
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Data
2023-02-17
Autores
Moura, Rebeka Fabri Bonfim [UNESP]
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Universidade Estadual Paulista (Unesp)
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Introdução: A Base Nacional Comum Curricular (BNCC) e o Plano Nacional de Alfabetização (PNA) propõe como competências específicas de Língua Portuguesa para o ensino fundamental, a leitura com fluência e compreensão desde o 1º ano do Ensino Fundamental I, entretanto, estas competências nem sempre são trabalhadas no contexto de sala de aula. Objetivo: Elaborar e verificar a aplicabilidade um Programa de Estimulação com a Fluência da Leitura Oral para escolares do 1º e 2º ano do Ensino Fundamental I baseado no Método Currículo Baseado em Medidas (CBM). Método: Este estudo foi desenvolvido em duas fases, sendo a fase 1 voltada para a elaboração do Programa de Estimulação com a Fluência da Leitura Oral, a partir da revisão de literatura, a fim de verificar quais os estudos que utilizaram programas de estimulação com a fluência oral de escolares em fase inicial de alfabetização, bem como as suas atividades e tipo de estímulos utilizados. Nesta fase também foi realizado o estudo piloto com a aplicação do programa elaborado com 13 crianças para verificar a aplicabilidade do programa elaborado. A fase 2 foi voltada para verificar a eficácia educacional do Programa de Estimulação com a Fluência da Leitura Oral em 82 escolares de ambos os sexos, na faixa etária de 6 anos a 7 anos e 11 meses, divididos em Grupo I (GI), composto por 44 escolares matriculados no 1º ano e Grupo II (GII) composto por 38 escolares matriculados no 2º ano do Ensino Público Fundamental I. Todos os escolares foram submetidos a aplicação do Teste de Desempenho Escolar II (TDE) e a Avaliação do Desempenho em Fuência de Leitura (ADFLU) em situação de pré e pós-testagem. O programa aplicado foi composto pelo módulo rastreio e pelo módulo sessões coletivas.Os resultados foram analisados estatisticamente objetivando verificar as diferenças dos desempenhos dos grupos nos dois momentos de avaliação, pré e pos-testagem. Resultados: Os resultados revelaram diferença significante no desempenho dos escolares do GI e GII submetidos ao programa de estimulação desenvolvido neste estudo, revelando desempenho superior na pós-testagem em comparação a pré-testagem nas provas de nomeação de letras, síntese fonêmica, leitura de palavras isoladas e textos. Foi possível verificar que o Programa de Estimulação da Fluência de Leitura Oral desenvolvido neste estudo demonstrou a eficácia do programa. Conclusão: A partir do levantamento bibliográfico e das informações coletadas e analisadas na fase 1 deste estudo, foi possível elaborar um Programa de Estimulação com a Fluência de Leitura Oral para escolares do 1º e 2º ano do Ensino Fundamental I baseado no Método CBM. Na fase 2 foi possível verificar a eficácia e a aplicabilidade do programa elaborado na fase 1 e foi possível concluir que as estratégias selecionadas para o programa de estimulação são eficazes e podem ser aplicadas em escolares do 1º e 2° ano do Ensino Fundamental I tanto no contexto educacional, como no contexto clínico, auxiliando no processo de ensino aprendizagem de escolares em anos inicais de alfabetização.
Introduction: The Common National Curricular Base (BNCC) and the National Literacy Plan (PNA) propose as specific competencies of Portuguese Language for elementary school, reading with fluency and comprehension since the 1st year of elementary school, however these competencies are not always worked in the classroom context. Objective: Elaborating and to verify the applicability of an Oral Reading Fluency Stimulation Program for 1st and 2nd grade students based on the Measurement-Based Curriculum Method (MBC). Method: This study was developed in two phases. Phase 1 focused on the development of the Oral Reading Fluency Stimulation Program, based on the literature review, in order to verify which studies used oral fluency stimulation programs for students in the initial literacy phase, as well as the activities and type of stimuli used. In this phase the pilot study was also carried out with the application of the program developed with 13 schoolchildren to verify its applicability. Phase 2 was focused on verifying the educational efficacy of the Oral Reading Fluency Stimulation Program in 82 schoolchildren of both sexes, ages ranging from 6 years to 7 years and 11 months, divided into Group I (GI), composed by 44 schoolchildren enrolled in the 1st grade, and Group II (GII), composed by 38 schoolchildren enrolled in the 2nd grade of Public Elementary School. All schoolchildren were submitted to the School Performance Test II (TDE) and to the Evaluation of Performance in Oral Reading Fluency (ADFLU) in a pre- and post- testing situation. The applied program was composed of the screening module and the collective sessions module.The results were statistically analyzed aiming to verify the differences in the performances of the groups in the two moments of evaluation, pre- and post-testing. Results: The results revealed significant difference in the performance of the schoolchildren from GI and GII submitted to the stimulation program developed in this study, revealing superior performance in the post-testing in comparison to the pre-testing in the tests of letter nomination, phonemic synthesis, reading of isolated words and texts. It was possible to verify that the Oral Reading Fluency Stimulation Program developed in this study demonstrated the effectiveness of the program. Conclusion: From the bibliographic review and the information collected and analyzed in phase 1 of this study, it was possible to design a Stimulation Program with Oral Reading Fluency for schoolchildren in the 1st and 2nd grades of Elementary School based on the CBM Method. In phase 2 it was possible to verify the efficacy and applicability of the program developed in phase 1 and it was possible to conclude that the strategies selected for the stimulation program are effective and can be applied to 1st and 2nd grade students of Elementary School both in the educational and clinical contexts, helping in the teaching-learning process of students in the early years of literacy.
Introduction: The Common National Curricular Base (BNCC) and the National Literacy Plan (PNA) propose as specific competencies of Portuguese Language for elementary school, reading with fluency and comprehension since the 1st year of elementary school, however these competencies are not always worked in the classroom context. Objective: Elaborating and to verify the applicability of an Oral Reading Fluency Stimulation Program for 1st and 2nd grade students based on the Measurement-Based Curriculum Method (MBC). Method: This study was developed in two phases. Phase 1 focused on the development of the Oral Reading Fluency Stimulation Program, based on the literature review, in order to verify which studies used oral fluency stimulation programs for students in the initial literacy phase, as well as the activities and type of stimuli used. In this phase the pilot study was also carried out with the application of the program developed with 13 schoolchildren to verify its applicability. Phase 2 was focused on verifying the educational efficacy of the Oral Reading Fluency Stimulation Program in 82 schoolchildren of both sexes, ages ranging from 6 years to 7 years and 11 months, divided into Group I (GI), composed by 44 schoolchildren enrolled in the 1st grade, and Group II (GII), composed by 38 schoolchildren enrolled in the 2nd grade of Public Elementary School. All schoolchildren were submitted to the School Performance Test II (TDE) and to the Evaluation of Performance in Oral Reading Fluency (ADFLU) in a pre- and post- testing situation. The applied program was composed of the screening module and the collective sessions module.The results were statistically analyzed aiming to verify the differences in the performances of the groups in the two moments of evaluation, pre- and post-testing. Results: The results revealed significant difference in the performance of the schoolchildren from GI and GII submitted to the stimulation program developed in this study, revealing superior performance in the post-testing in comparison to the pre-testing in the tests of letter nomination, phonemic synthesis, reading of isolated words and texts. It was possible to verify that the Oral Reading Fluency Stimulation Program developed in this study demonstrated the effectiveness of the program. Conclusion: From the bibliographic review and the information collected and analyzed in phase 1 of this study, it was possible to design a Stimulation Program with Oral Reading Fluency for schoolchildren in the 1st and 2nd grades of Elementary School based on the CBM Method. In phase 2 it was possible to verify the efficacy and applicability of the program developed in phase 1 and it was possible to conclude that the strategies selected for the stimulation program are effective and can be applied to 1st and 2nd grade students of Elementary School both in the educational and clinical contexts, helping in the teaching-learning process of students in the early years of literacy.
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Palavras-chave
Fluência de leitura oral, Estudos de intervenção, Aprendizagem, Leitura, Oral reading fluency, Intervention studies, Learning, Reading