Programa de estimulação fonológico-ortográfico para escolares com dificuldades de aprendizagem: elaboração e aplicação em contexto de pandemia
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2022-03-25
Autores
Bueno, Lívia Nascimento
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Universidade Estadual Paulista (Unesp)
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Objetivos: Este estudo teve por objetivos elaborar um programa de estimulação fonológico-ortográfico para escolares com dificuldades de aprendizagem do 3º ao 5º ano do Ensino Fundamental e comparar o desempenho dos escolares com dificuldades de aprendizagem do 3º ao 5º ano do Ensino Fundamental I em contexto de pandemia em situação de pré e pós-testagem no programa de estimulação fonológico-ortográfico elaborado, em um estudo piloto. Material e método: Este projeto foi aprovado pelo Comitê de Ética em Pesquisa da Faculdade de Filosofia e Ciências da Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP), Campus de Marília, sob protocolo de número 50658521.8.0000.5406. A amostra deste foi constituído por 30 escolares com dificuldades de aprendizagem de ambos os sexos, na faixa etária de 8 anos e 4 meses a 12 anos e 3 meses, sendo 22 escolares do sexo masculino e 8 escolares do sexo feminino, que frequentavam do 3º ao 5º ano do Ensino Fundamental I de Escolas Públicas do Município de Marília-SP. Os escolares deste estudo foram divididos em dois grupos: grupo I (GI): composto por 15 escolares com dificuldades de aprendizagem submetidos a aplicação do Programa de Estimulação Fonológico-Ortográfico, grupo II (GII): composto por 15 escolares com dificuldades de aprendizagem não submetidos a aplicação do Programa de Estimulação Fonológico-Ortográfico. O Programa de Estimulação Fonológico-Ortográfico foi elaborado para ser realizado em 18 sessões, sendo que as três sessões iniciais foram utilizadas para a pré-testagem, doze sessões para a aplicação do programa elaborado e as três sessões finais foram utilizadas para a pós-testagem. Todos os escolares deste estudo foram submetidos a aplicação do Protocolo de Avaliação da Ortografia – Pró-Ortografia (BATISTA et al, 2014), tanto em situação de pré como de pós-testagem. Resultados:. Foi possível verificar que ocorreu diferença significante nos escolares do GI, submetidos ao programa de estimulação elaborado neste estudo, em situação de pré e pós-testagem. No GII não ocorreu mudança de classificação de desempenho nos subtestes do Pró-ortografia tampouco para classificação de desempenho segundo a semiologia dos erros, demonstrando a eficácia do programa de estimulação. O programa elaborado neste estudo não acionou o desenvolvimento da memória lexical ortográfica, conforme é possível verificar na tabela, o que justifica o fato dos escolares do GI não terem mudado a classificação do número de palavras produzidas. Conclusão: Na fase I foi possível elaborar um Programa de Estimulação Fonológico-Ortográfico para escolares com dificuldades de aprendizagem para escolares do 3º ao 5º ano do Ensino Fundamental I em contexto de pandemia. Na fase II foi possível verificar a eficácia e a aplicabilidade do programa elaborado na fase I e, foi possível concluir que as estratégias selecionadas para o programa de estimulação são eficazes e podem ser aplicadas em escolares do 3° ao 5° ano do Ensino Fundamental I com dificuldade de aprendizagem tanto no contexto clínico, como no contexto educacional, auxiliando no processo de ensino aprendizagem.
Objectives: This study aimed to develop a phonological-orthographic stimulation program for students with learning difficulties from the 3rd to the 5th year of Elementary School and to compare the performance of students with learning difficulties from the 3rd to 5th year of Elementary School I in a context of pandemic in pre- and post-testing situations in the phonological-orthographic stimulation program developed, in a pilot study. Material and method: This project was approved by the Research Ethics Committee of the Faculty of Philosophy and Sciences of the Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP), Campus de Marília, under protocol number 50658521.8.0000.5406. The sample consisted of 30 students with learning difficulties of both sexes, aged from 8 years and 4 months to 12 years and 3 months, 22 male students and 8 female students, who attended the 3rd grade. to the 5th year of Elementary School I of Public Schools in the Municipality of Marília-SP. The students in this study were divided into two groups: group I (GI): composed of 15 students with learning difficulties submitted to the application of the Phonological-Spelling Stimulation Program, group II (GII): composed of 15 students with non- submitted to the application of the Phonological-Spelling Stimulation Program. The Phonological-Spelling Stimulation Program was designed to be carried out in 18 sessions, the three initial sessions were used for pre-testing, twelve sessions for the application of the elaborated program and the final three sessions were used for post-testing. . All students in this study underwent the application of the Orthography Assessment Protocol – Pro-Ortografia (BATISTA et al, 2014), both in pre and post-testing situations. Results:.It was possible to verify that there was a significant difference in the students from the GI, submitted to the stimulation program developed in this study, in pre and post-testing situations. In GII, there was no change in the performance classification in the Pro-ortografia subtests, nor in the performance classification according to the semiology of errors, demonstrating the effectiveness of the stimulation program. The program developed in this study did not trigger the development of orthographic lexical memory, as can be seen in the table, which justifies the fact that the GI students did not change the classification of the number of words produced. Conclusion: In phase I, it was possible to develop a Phonological-Spelling Stimulation Program for students with learning difficulties for students from the 3rd to the 5th year of Elementary School I in the context of a pandemic. In phase II, it was possible to verify the effectiveness and applicability of the program developed in phase I, and it was possible to conclude that the strategies selected for the stimulation program are effective and can be applied to students from the 3rd to the 5th year of Elementary School I with learning difficulties both in the clinical context and in the educational context, helping in the teaching-learning process.
Objectives: This study aimed to develop a phonological-orthographic stimulation program for students with learning difficulties from the 3rd to the 5th year of Elementary School and to compare the performance of students with learning difficulties from the 3rd to 5th year of Elementary School I in a context of pandemic in pre- and post-testing situations in the phonological-orthographic stimulation program developed, in a pilot study. Material and method: This project was approved by the Research Ethics Committee of the Faculty of Philosophy and Sciences of the Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP), Campus de Marília, under protocol number 50658521.8.0000.5406. The sample consisted of 30 students with learning difficulties of both sexes, aged from 8 years and 4 months to 12 years and 3 months, 22 male students and 8 female students, who attended the 3rd grade. to the 5th year of Elementary School I of Public Schools in the Municipality of Marília-SP. The students in this study were divided into two groups: group I (GI): composed of 15 students with learning difficulties submitted to the application of the Phonological-Spelling Stimulation Program, group II (GII): composed of 15 students with non- submitted to the application of the Phonological-Spelling Stimulation Program. The Phonological-Spelling Stimulation Program was designed to be carried out in 18 sessions, the three initial sessions were used for pre-testing, twelve sessions for the application of the elaborated program and the final three sessions were used for post-testing. . All students in this study underwent the application of the Orthography Assessment Protocol – Pro-Ortografia (BATISTA et al, 2014), both in pre and post-testing situations. Results:.It was possible to verify that there was a significant difference in the students from the GI, submitted to the stimulation program developed in this study, in pre and post-testing situations. In GII, there was no change in the performance classification in the Pro-ortografia subtests, nor in the performance classification according to the semiology of errors, demonstrating the effectiveness of the stimulation program. The program developed in this study did not trigger the development of orthographic lexical memory, as can be seen in the table, which justifies the fact that the GI students did not change the classification of the number of words produced. Conclusion: In phase I, it was possible to develop a Phonological-Spelling Stimulation Program for students with learning difficulties for students from the 3rd to the 5th year of Elementary School I in the context of a pandemic. In phase II, it was possible to verify the effectiveness and applicability of the program developed in phase I, and it was possible to conclude that the strategies selected for the stimulation program are effective and can be applied to students from the 3rd to the 5th year of Elementary School I with learning difficulties both in the clinical context and in the educational context, helping in the teaching-learning process.
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Palavras-chave
Escrita ortográfica, Aprendizagem, Estudos de Intervenção, Orthographic writing, Learning, Intervention Studies
Como citar
BUENO, Lívia Nascimento. Programa de estimulação fonológico-ortográfico para escolares com dificuldades de aprendizagem: elaboração e aplicação em contexto de pandemia. Universidade Estadual Paulista (Unesp), 2022.