Competência em leitura, escrita, aritmética e desempenho psicomotor em escolares
Amorim, Ana Rita Avelino
Assis, Silvana Maria Blascovi de
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Capovilla, Alessandra Gotuzo Seabra
Rosa Neto, Francisco
Rosa Neto, Francisco
Distúrbios do Desenvolvimento
Difficulties in learning are challenges for schools, teachers and parents. Understanding the aspects that interfere in learning allows the teacher to devise strategies that enable not only the teaching-learning process, but also provides new perspectives in the pedagogical procedures. Studies point to several factors that interfere in learning, among them, there is psychomotor performance, since motor skills are considered necessary for the learning of writing, reading and arithmetic. The purpose of this cross-sectional study was to investigate psychomotor performance in a group of elementary school students classified in the lower levels of reading, writing and arithmetic competence tests. The participants were students of the 2nd, 3rd, 4th and 5th years of a Municipal Primary School in São Paulo, both genders, aged 7 to 11 years. Initially the teachers pointed, through a specific questionnaire, which students presented impairments in school performance. Subsequently, a period of evaluation of all participants allowed a comparison between the information provided by the teachers and the results obtained in the tests. Thus, 104 participants were evaluated using three different psychometric instruments related to reading, writing and arithmetic in order to obtain the sample group of this work. Respectively, the Prova de Escrita sob Ditado (Written test under Dictation) reduced version - PED-vr, Teste de Competência de Leitura de Palavras e Pseudopalavras (Test of Competence of Reading of Words and Pseudowords) - TCLPP and the Prova de Aritmética (Test of Arithmetic) - PA were used as evaluations. The final group consisted of 35 students, who had, in any of the tests, a standard score between 70 and 84, considered low, and a standard score below 70, considered very low. This group was then evaluated by the Motor Development Scale - EDM, to verify their motor performance. The results showed that there was a high concentration of students with low competence in the reading, writing and arithmetic tests in the lower and much lower classifications of EDM. The correlations between the academic tests and the EDM were more evidenced when segmented by sex, mainly in the female group. Considering the data obtained in this study, is suggested here to deepen the issues raised regarding the correlation found between the skills in reading, writing, arithmetic and psychomotricity skills in the groups segmented by sex. It is concluded that the students who presented low competence in the tests evaluated also showed worse results in the psychomotor performance.
aprendizagem , ensino , desempenho psicomotor , habilidades motoras
AMORIM, Ana Rita Avelino. Competência em leitura, escrita, aritmética e desempenho psicomotor em escolares. 2018. 81 f. Dissertação (Distúrbios do Desenvolvimento) - Universidade Presbiteriana Mackenzie, São Paulo.