Efeito preditivo da nomeação de estímulos alternados para o aprendizado da leitura: estudo longitudinal
Tipo
Dissertação
Data de publicação
2020-08-27
Periódico
Citações (Scopus)
Autores
Cardoso, Amanda Douat
Orientador
Macedo, Elizeu Coutinho de
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Seabra, Alessandra Gotuzo
Justi, Francis Ricardo dos Reis
Justi, Francis Ricardo dos Reis
Programa
Distúrbios do Desenvolvimento
Resumo
Reading and writing are important skills for academic performance, but they are complex skills and require cognitive development of other skills. Among them are naming alternating stimuli and executive functions. Naming alternating stimuli is the ability to name, as quickly as possible, visually presented stimuli by integrating them with their verbal and phonological representations. Executive functions, on the other hand, are a set of cognitive skills such as inhibitory control, attention, working memory, cognitive flexibility, among others, which aims to assist in the processing and execution of higher activities that requires intentional behaviors. Both naming alternating stimuli and executive functions are important for reading and writing as they integrate visual and linguistic information and the automatic retrieval of linguistic information from memory while children learn to read. Thus, the aim of this project is to analyze the predictive effect of NAE and EF in relation to reading and writing in Brazilian Portuguese. In this study, 83 children from private schools participated in a period of 3 years, in 3 instances. These children were evaluated in the 1st, 2nd and 3rd year of Elementary School, the instruments used assessed naming alternating stimuli, executive functions (inhibitory control, working memory and cognitive flexibility), attention, intelligence, reading and writing. Differences analyzes were performed to investigate the development of the skills assessed. Correlation analyzes were performed with the aim of relating naming alternating stimuli, executive functions, attention, reading and writing. Multigroup Confirmatory Factor Analysis was carried out in order to verify the stability of TENEA in the evaluations, another way to identify developmental evidence. Results were found indicating that all skills developed in the three years evaluated. In addition, naming alternating stimuli skills and executive functions were mainly correlated with reading and writing. Finally, the naming alternating stimuli and inhibitory control were highlighted as predictive skills for both reading and writing, and individual characteristics of the subjects, for example, how these skills develop differently in each individual, had great influence on prediction of reading and writing.
Descrição
Palavras-chave
avaliação , leitura , função executiva , nomeação de estímulos alternados
Assuntos Scopus
Citação
CARDOSO, Amanda Douat. Efeito preditivo da nomeação de estímulos alternados para o aprendizado da leitura: estudo longitudinal. 2020. 127f. Dissertação (Mestrado em Distúrbios do Desenvolvimento) - Universidade Presbiteriana Mackenzie, São Paulo, 2020.