Relações entre variáveis psicossocioambientais e competência em leitura de crianças do 3º ano do ensino fundamental de uma rede pública
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Tipo
Tese
Data de publicação
2014-08-07
Periódico
Citações (Scopus)
Autores
Mendes, Eva Cristina de Carvalho Souza
Orientador
Brunoni, Decio
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Macedo, Elizeu Coutinho de
D´antino, Maria Eloisa Famá
Fernandes, Fernanda Dreux Miranda
Varanda, Cristina de Andrade
D´antino, Maria Eloisa Famá
Fernandes, Fernanda Dreux Miranda
Varanda, Cristina de Andrade
Programa
Distúrbios do Desenvolvimento
Resumo
Introdução: resultados insatisfatórios no desempenho escolar tem motivado uma série de investigações para pesquisar possíveis variáveis associadas a este desfecho. Como cada rede escolar apresenta características peculiaridades é recomendado que tais pesquisas se multipliquem em cada contexto escolar. Objetivos: avaliar o desenvolvimento de leitura de crianças do 3º ano do ensino fundamental matriculadas em Unidades Municipais de Educação de Santos-SP, verificar a relação entre os resultados nos testes de leitura, a pontuação obtida na Provinha Brasil-Leitura e variáveis relacionadas à criança e à família. Participantes e Método: participaram do estudo 142 crianças, com idades entre 8 e 11 anos, do 3º ano do ensino fundamental de quatro escolas municipais, escolhidas por sorteio, de quatro regiões da cidade de Santos São Paulo. A amostra é homogênea entre as escolas no que diz respeito ao número, idade e gênero dos participantes. A coleta de dados foi realizada no ano de 2013. O resultado da Provinha Brasil computado foi a do semestre imediatamente anterior (Provinha Brasil Leitura 2012-2). Os instrumentos para avaliar as variáveis possivelmente preditoras do desempenho escolar foram: a) Matrizes Progressivas Coloridas de Raven; b) Questionário do Nível Socioeconômico e Recursos do Ambiente Familiar; c) Teste de Competência de Leitura de Palavras e Pseudopalavras; d) Teste Contrastivo de Compreensão Auditiva e de Leitura com os Subtestes de Compressão de Sentenças Escritas e Faladas e Teste de Nomeação Automática Rápida. Resultados e Discussão: o desempenho na Provinha Brasil foi de nível 4, não diferindo das demais escolas da rede. O resultado de todos os testes mostrou pequenas flutuações entre os alunos das 4 escolas demonstrando homogeneidade entre eles. Como esperado, houve correlação positiva e significativa entre as variáveis de aprendizagem de leitura, bem como houve correlação significativa entre variáveis de aprendizagem e inteligência não-verbal. A nomeação automática rápida apresentou correlação significativa negativa com as variáveis de aprendizagem de leitura, indicando que quanto maior o tempo de nomeação menor domínio nas habilidades de leitura. Em relação às variáveis socioambientais não houve correlação significativa com as variáveis de aprendizagem de leitura. Além disso, as variáveis de leitura correlacionaram-se com a variável preditora de aprendizagem de leitura brinquedos. Os resultados deste estudo sugerem que a presença de brinquedos no ambiente familiar possam ser um preditor para a competência leitora. A análise de regressão linear mostrou que 42,9% da variância no desempenho da Provinha Brasil-Leitura é explicado pelas variáveis socioambientais, variáveis de aprendizagem de leitura e variáveis preditoras de aprendizagem de leitura. Escolaridade parental era uma variável que se esperava preditora positiva mas isso não ocorreu. Este e outros detalhes deverão ser melhor explorados em análises mais detalhadas. Os resultados deste estudo demonstram desempenho médio satisfatório dos alunos desta amostra. Métodos visando detectar dificuldades específicas dos alunos e das famílias são recomendados para ampliar o número de alunos com bom desempenho.
Introduction: unsatisfactory results in school performance have motivated a number of investigations to search for possible variables associated with this outcome. As each school system presents peculiar characteristics it is recommended that such research is multiplied in each school context. Objectives: to assess reading development of children in the 3rd grade of elementary school enrolled in Municipal Education Units in Santos-SP, to verify the relations among the results from reading tests, the score obtained in Provinha Brasil - Reading and variables related to the child and family. Participants and Methods: the study included 142 children, with ages varying from 8 to 11 years, of the 3rd year of elementary school in four public schools were drawn from four regions of the city of Santos - São Paulo. The sample is homogeneous among schools regarding the number, age and gender of the participants. Data collection was conducted in the year 2013. The result of Provinha Brasil was computed at the semester immediately preceding ( Provinha Brasil - Reading 2012-2). The instruments used to assess the possible predictive variables of school performance were: a) Colored Progressive Matrices Raven; b) Survey of Socioeconomic Status and Resources of the Family Environment; c) The Competence of Reading Words and Pseudowords Test; d) Contrastive Test of Listening and Reading with The Compression of Written and Spoken Sentences Subtests and Rapid Automatized Naming Test. Results and Discussion: The performance in Provinha Brasil was level 4, not differing from the other schools in the public system. The results of all tests showed small fluctuations among students from four schools demonstrating homogeneity between them. As expected, there was positive and significant correlation between the variables of learning to read, and there was significant correlation between variables of learning and nonverbal intelligence. The rapid automatized naming showed a negative significant correlation with the variables of learning to read, indicating that the longer the time in naming the lower the reading skills. In relation to social and environmental variables there was no significant correlation with the variables of learning to read. Moreover, the reading ability variables correlated with the predictor learning reading - Toys. The results of this study suggest that the presence of toys in the family room can be a predictor of reading competence. The linear regression analysis showed that 42.9% of the variance in the performance of Provinha Brasil -Reading is explained by socio-environmental variables, variables of learning to read and variable predictors of learning to read. Parental education was a variable that was expected to be a positive predictor but it was not. This and other details should be further explored in more detailed analyzes. The results of this study demonstrate satisfactory performance of average students in this sample. Methods that aim to detect specific problems of students and families are recommended to increase the number of high-achieving students.
Introduction: unsatisfactory results in school performance have motivated a number of investigations to search for possible variables associated with this outcome. As each school system presents peculiar characteristics it is recommended that such research is multiplied in each school context. Objectives: to assess reading development of children in the 3rd grade of elementary school enrolled in Municipal Education Units in Santos-SP, to verify the relations among the results from reading tests, the score obtained in Provinha Brasil - Reading and variables related to the child and family. Participants and Methods: the study included 142 children, with ages varying from 8 to 11 years, of the 3rd year of elementary school in four public schools were drawn from four regions of the city of Santos - São Paulo. The sample is homogeneous among schools regarding the number, age and gender of the participants. Data collection was conducted in the year 2013. The result of Provinha Brasil was computed at the semester immediately preceding ( Provinha Brasil - Reading 2012-2). The instruments used to assess the possible predictive variables of school performance were: a) Colored Progressive Matrices Raven; b) Survey of Socioeconomic Status and Resources of the Family Environment; c) The Competence of Reading Words and Pseudowords Test; d) Contrastive Test of Listening and Reading with The Compression of Written and Spoken Sentences Subtests and Rapid Automatized Naming Test. Results and Discussion: The performance in Provinha Brasil was level 4, not differing from the other schools in the public system. The results of all tests showed small fluctuations among students from four schools demonstrating homogeneity between them. As expected, there was positive and significant correlation between the variables of learning to read, and there was significant correlation between variables of learning and nonverbal intelligence. The rapid automatized naming showed a negative significant correlation with the variables of learning to read, indicating that the longer the time in naming the lower the reading skills. In relation to social and environmental variables there was no significant correlation with the variables of learning to read. Moreover, the reading ability variables correlated with the predictor learning reading - Toys. The results of this study suggest that the presence of toys in the family room can be a predictor of reading competence. The linear regression analysis showed that 42.9% of the variance in the performance of Provinha Brasil -Reading is explained by socio-environmental variables, variables of learning to read and variable predictors of learning to read. Parental education was a variable that was expected to be a positive predictor but it was not. This and other details should be further explored in more detailed analyzes. The results of this study demonstrate satisfactory performance of average students in this sample. Methods that aim to detect specific problems of students and families are recommended to increase the number of high-achieving students.
Descrição
Palavras-chave
leitura , avaliação , fatores protetivos/risco , reading , evaluation , protective and risk factors
Assuntos Scopus
Citação
MENDES, Eva Cristina de Carvalho Souza. Relations between psychosocial and environmental factors and reading skills of children in the 3rd year of elementary school in four public schools. 2014. 102 f. Tese (Doutorado em Psicologia) - Universidade Presbiteriana Mackenzie, São Paulo, 2014.