Desempenho de escolares do segundo ano do ensino fundamental em provas de compreensão de leitura: elaboração de procedimento avaliativo
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Data
2011-04-27
Autores
Oliveira, Adriana Marques de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A leitura na vida escolar e social do sujeito apresenta-se como um dos maiores e mais importantes desafios da escola. O bom desempenho de leitura é o mais valorizado e exigido pela sociedade. A leitura implica um processo de decodificação e de compreensão; a decodificação se refere ao reconhecimento da palavra escrita, enquanto que a compreensão é definida como o processo pelo qual as palavras, sentenças ou textos são interpretados. A hipótese deste estudo foi elaborada com base na identificação de desempenho similar dos escolares do 2º ano, independente do tipo de escola, particular ou pública. Teve por objetivo geral elaborar provas para avaliação da compreensão da leitura de palavras e frases para escolares do 2º ano do ensino fundamental. Os objetivos específicos incluem a caracterização e a comparação do desempenho dos escolares de escola pública e particular nas provas de avaliação da compreensão da palavra, de frase e frases a partir de figuras. Este estudo foi dividido em duas fases, sendo a fase 1 dedicada à Elaboração das Provas para Avaliação da Compreensão de Palavras e Frases, com o intuito de criar um instrumento que possa ser aplicado tanto pelo professor como pelo fonoaudiólogo escolar de forma rápida, avaliando as habilidades iniciais da compreensão de leitura, como extração do significado de palavras e frases. A fase 2 é dedicada à aplicação das provas elaboradas em escolares do 2º ano do ensino fundamental. Participaram deste estudo 120 escolares do 2º ano do ensino fundamental distribuídos nos seguintes grupos: GI composto por 60 escolares de escola pública municipal e GII formado por 60 escolares de escola particular. Foram elaboradas e aplicadas as seguintes provas de compreensão de leitura: compreensão da palavra (CPE), frases (CFE) e frases,,,
The importance of reading in school and social life is one of the school’s greatest challenges and the most valuable and demanded skill for society. Reading implies a component of decoding and comprehension; decoding is related to the process of recognizing a written word, while the comprehension is defined as the process of interpretation of words, sentences or texts. The hypothesis of this study was based on the identification of similar second grade students’ performances, regardless of the kind of school, private or public. It had as its general purpose developing tests which evaluated the reading comprehension of words and sentences for elementary 2nd grade students. The specific goals include the characterization and the performance comparison between students from private and public schools in the evaluation tests of comprehension of words, sentences and sentences through pictures. This study was divided into two phases, the first was dedicated to Developing the Evaluation Tests of Comprehension of Words and Sentences, aiming to create an instrument that can be applied quickly by the teacher as well as by the speech therapist, evaluating the initial reading comprehension abilities, such as eliciting the meaning of the words and sentences. The second phase was dedicated to the application of the tests. There were 120 2nd graders organized in the following groups: GI composed of 60 students from a public (municipal) school and GII composed of 60 students from a private school. The applied tests of reading comprehension were: Comprehension of Written Word (CWW), Sentences (CWS), and Comprehension of Sentences through Pictures (CSP). The results showed that there was a difference between the performances of the groups, evidencing a score profile in relation to the stimulus... (Complete abstract click electronic access below)
The importance of reading in school and social life is one of the school’s greatest challenges and the most valuable and demanded skill for society. Reading implies a component of decoding and comprehension; decoding is related to the process of recognizing a written word, while the comprehension is defined as the process of interpretation of words, sentences or texts. The hypothesis of this study was based on the identification of similar second grade students’ performances, regardless of the kind of school, private or public. It had as its general purpose developing tests which evaluated the reading comprehension of words and sentences for elementary 2nd grade students. The specific goals include the characterization and the performance comparison between students from private and public schools in the evaluation tests of comprehension of words, sentences and sentences through pictures. This study was divided into two phases, the first was dedicated to Developing the Evaluation Tests of Comprehension of Words and Sentences, aiming to create an instrument that can be applied quickly by the teacher as well as by the speech therapist, evaluating the initial reading comprehension abilities, such as eliciting the meaning of the words and sentences. The second phase was dedicated to the application of the tests. There were 120 2nd graders organized in the following groups: GI composed of 60 students from a public (municipal) school and GII composed of 60 students from a private school. The applied tests of reading comprehension were: Comprehension of Written Word (CWW), Sentences (CWS), and Comprehension of Sentences through Pictures (CSP). The results showed that there was a difference between the performances of the groups, evidencing a score profile in relation to the stimulus... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Ensino fundamental, Compreensão na leitura, Leitura - Avaliação, Reading
Como citar
OLIVEIRA, Adriana Marques de. Desempenho de escolares do segundo ano do ensino fundamental em provas de compreensão de leitura: elaboração de procedimento avaliativo. 2011. 176 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências, 2011.