Desenvolvimento e evidências de validade do ILEF-I: Inventário de Leitura para o Ensino Fundamental I

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dc.contributor.advisorMacedo, Elizeu Coutinho de
dc.contributor.advisor1Latteshttp://lattes.cnpq.br/0683719309513445por
dc.contributor.authorLeal, Priscila Reis
dc.creator.Latteshttp://lattes.cnpq.br/0148569217394771por
dc.date.accessioned2018-04-09T16:54:51Z
dc.date.accessioned2020-03-19T15:20:37Z
dc.date.available2020-03-19T15:20:37Z
dc.date.issued2018-02-15
dc.description.abstractSuccessful reading depends on skills such as word recognition, fluency, and comprehension. These skills are developed from school progression and formal exposure to orthographic and linguistic rules. The evaluation of these skills is fundamental so that teachers can elaborate better interventions to the needs of the students. The objective of this work was to develop and search for evidence of validity of the ILEF-I: Reading Inventory for Elementary Education I based on the Informal Reading Inventory (IRI) using the Basic Reading Inventory (BRI) framework. ILEF-I seeks to evaluate fluency,word recognition and reading comprehension of students from the 1st to 5th year of elementary school in Brazil. A total of 110 private school students participated in the study between the 1st and 5th year of Elementary School I. Instruments of listening, reading of words and pseudowords, reading of sentences and automatic naming were applied. Analysis of the performance according to the school progression between the lists of words (correctness and time) and reading of texts (errors and time) revealed adequacy of the ILEF-I instrument according to the level of difficulties of the items. Pearson's correlation analysis between lists and texts for each school year and applied cognitive tests showed that word lists present evidence of convergent validity with the test for reading single words. It is concluded, therefore, that the instrument presents results that indicate good applicability in a school context in order to provide teachers with tools to verify the level of reading presented by students.eng
dc.description.sponsorshipCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorpor
dc.formatapplication/pdf*
dc.identifier.citationLEAL, Priscila Reis. Desenvolvimento e evidências de validade do ILEF-I: Inventário de Leitura para o Ensino Fundamental I. 2018. 159 f. Dissertação (Distúrbios do Desenvolvimento) - Universidade Presbiteriana Mackenzie, São Paulo.por
dc.identifier.urihttp://dspace.mackenzie.br/handle/10899/22745
dc.keywordsacademic performanceeng
dc.keywordsfluencyeng
dc.keywordscomprehensioneng
dc.keywordsword recognitioneng
dc.languageporpor
dc.publisherUniversidade Presbiteriana Mackenziepor
dc.rightsAcesso Abertopor
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectdesempenho acadêmicopor
dc.subjectfluênciapor
dc.subjectcompreensãopor
dc.subjectreconhecimento de palavraspor
dc.subject.cnpqCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::ENSINO E APRENDIZAGEM NA SALA DE AULApor
dc.thumbnail.urlhttp://tede.mackenzie.br/jspui/retrieve/16061/Priscila%20Reis%20Leal.pdf.jpg*
dc.titleDesenvolvimento e evidências de validade do ILEF-I: Inventário de Leitura para o Ensino Fundamental Ipor
dc.typeDissertaçãopor
local.contributor.board1Seabra, Alessandra Gotuzo
local.contributor.board1Latteshttp://lattes.cnpq.br/7828325860191703por
local.contributor.board2Mecca, Tatiana Pontrelli
local.contributor.board2Latteshttp://lattes.cnpq.br/9354478198313928por
local.publisher.countryBrasilpor
local.publisher.departmentCentro de Ciências Biológicas e da Saúde (CCBS)por
local.publisher.initialsUPMpor
local.publisher.programDistúrbios do Desenvolvimentopor
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