Desempenho de escolares na adaptação brasileira da avaliação dos processos de leitura
Carregando...
Data
2010-12-01
Autores
Oliveira, Adriana Marques de
Capellini, Simone Aparecida [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Pró-Fono Produtos Especializados para Fonoaudiologia Ltda.
Resumo
TEMA: adaptação brasileira da avaliação dos processos de leitura (Prolec). OBJETIVO: caracterizar e comparar o desempenho de escolares do ensino básico público e privado de 1ª a 4ª séries na adaptação brasileira da avaliação dos Processos de Leitura (Prolec). MÉTODO: participaram deste estudo 262 escolares da 1ª à 4ª série do ensino básico, distribuídos em: Grupo I (GI), composto por 122 escolares de escola pública municipal e Grupo II (GII), composto por 140 escolares de escola particular. Como procedimento, aplicou-se a adaptação brasileira das provas de avaliação do Prolec. RESULTADOS: os resultados revelaram que o GII apresentou desempenho superior em provas de identificação de som, decisão lexical, leitura de palavras, leitura de palavras de baixa frequência, leitura de pseudo-palavras, compreensão de orações e compreensão de textos. Tanto os escolares do GI como do GII apresentaram desempenho abaixo da pontuação esperada nas provas do PROLEC na versão espanhola. CONCLUSÃO: a adaptação do Prolec para a realidade brasileira mostrou-se adequada para o estabelecimento de perfil de leitura nos escolares de ensino público e particular em fase inicial de alfabetização.
BACKGROUND: Brazilian adaptation of the reading processes assessment (Prolec). AIM: to characterize and compare the performance of students from public and private teaching institutions from the 1st to the 4th grades in the adaptation of the reading processes assessment (Prolec). METHOD: 262 students from the 1st to the 4th grades of elementary school participated in this study. Participants were distributed as follows: Group I (GI) consisted of 122 students from the 1st to the 4th grades of public elementary schools and Group II (GII) consisted of 140 students from the 1st to the 4th grades of private elementary schools. The adapted version of the reading processes assessment (Prolec) was applied. RESULTS: the results indicated that GII performed better in tests of sound identification, word choosing, words reading, low-frequency words reading, pseudo-words reading, sentences comprehension and text comprehension. Both groups presented a lower performance than the expected in Prolec tests Spanish version. CONCLUSIONS: the adaptation of the Prolec to the Brazilian reality appears to be appropriate for the establishment of a reading profile of students, from public and private teaching institutions, who are undergoing the initial phase of literacy.
BACKGROUND: Brazilian adaptation of the reading processes assessment (Prolec). AIM: to characterize and compare the performance of students from public and private teaching institutions from the 1st to the 4th grades in the adaptation of the reading processes assessment (Prolec). METHOD: 262 students from the 1st to the 4th grades of elementary school participated in this study. Participants were distributed as follows: Group I (GI) consisted of 122 students from the 1st to the 4th grades of public elementary schools and Group II (GII) consisted of 140 students from the 1st to the 4th grades of private elementary schools. The adapted version of the reading processes assessment (Prolec) was applied. RESULTS: the results indicated that GII performed better in tests of sound identification, word choosing, words reading, low-frequency words reading, pseudo-words reading, sentences comprehension and text comprehension. Both groups presented a lower performance than the expected in Prolec tests Spanish version. CONCLUSIONS: the adaptation of the Prolec to the Brazilian reality appears to be appropriate for the establishment of a reading profile of students, from public and private teaching institutions, who are undergoing the initial phase of literacy.
Descrição
Palavras-chave
Leitura, Avaliação, Aprendizagem, Reading, Assessment, Learning
Como citar
Pró-Fono Revista de Atualização Científica. Pró-Fono Produtos Especializados para Fonoaudiologia Ltda., v. 22, n. 4, p. 555-560, 2010.