Efeito preditivo da nomeação de estímulos alternados para o aprendizado da leitura: estudo longitudinal

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dc.contributor.advisorMacedo, Elizeu Coutinho de
dc.contributor.advisor-co1Serpa, Alexandre Luiz De Oliveira
dc.contributor.advisor-co1Latteshttp://lattes.cnpq.br/1023215520512386por
dc.contributor.advisor1Latteshttp://lattes.cnpq.br/0683719309513445por
dc.contributor.authorCardoso, Amanda Douat
dc.creator.Latteshttp://lattes.cnpq.br/4260002841260504por
dc.date.accessioned2021-01-14T15:16:49Z
dc.date.accessioned2021-02-08T22:02:19Z
dc.date.available2021-02-08T22:02:19Z
dc.date.issued2020-08-27
dc.description.abstractReading 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.eng
dc.description.sponsorshipCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorpor
dc.description.sponsorshipFundação de Amparo a Pesquisa do Estado de São Paulopor
dc.formatapplication/pdf*
dc.identifier.citationCARDOSO, 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.por
dc.identifier.urihttp://dspace.mackenzie.br/handle/10899/27915
dc.keywordsassessmenteng
dc.keywordsreadingeng
dc.keywordsexecutive functioneng
dc.keywordsnaming alternating stimulieng
dc.languageporpor
dc.publisherUniversidade Presbiteriana Mackenziepor
dc.rightsAcesso Abertopor
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectavaliaçãopor
dc.subjectleiturapor
dc.subjectfunção executivapor
dc.subjectnomeação de estímulos alternadospor
dc.subject.cnpqCNPQ::CIENCIAS HUMANAS::PSICOLOGIApor
dc.titleEfeito preditivo da nomeação de estímulos alternados para o aprendizado da leitura: estudo longitudinalpor
dc.typeDissertaçãopor
local.contributor.board1Seabra, Alessandra Gotuzo
local.contributor.board1Latteshttp://lattes.cnpq.br/7828325860191703por
local.contributor.board2Justi, Francis Ricardo dos Reis
local.contributor.board2Latteshttp://lattes.cnpq.br/8316670280774812por
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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