Rastreio educacional de escolares do 3º ao 5º ano do Ensino Fundamental

Cláudia da Silva; Marina Brum da Costa

doi:10.51207/2179-4057.20240035

Authors

Cláudia da Silva Universidade Federal de Santa Catarina, Florianópolis, Santa Catarina, Brasil
Marina Brum da Costa Universidade Federal Fluminense, Niterói, Rio de Janeiro, Brasil

DOI:

https://doi.org/10.51207/2179-4057.20240035

Keywords:

Mass Screening, Learning, Speech, Language and Hearing Sciences, Educational Status

Abstract

The objective of the study was to carry out educational screening of students, belonging to the public education network, from the 3rd to 5th year of Elementary School and profile the group’s performance. 200 students participated in this study from the 3rd to 5th year of Elementary School, of both genders, aged 8 to 11 years old, participated in this study, distributed in groups: GI: composed of 63 students in the 3rd year, GII: composed of 72 students in the 4th year, GIII: composed of 65 students in the 5th year. The Cognitive-Linguistic Skills Protocol – collective version – was used for tracking, composed of six subtests that assess writing, visual processing, auditory processing and logical reasoning skills. The results indicate that, according to the analysis carried out, there was a statistically significant performance, with an increase in average performance per school year, for the variables writing the alphabet in sequence, copying shapes, mathematical calculation, dictation of words and pseudowords, and repetition of numbers. The screening of schoolchildren was carried out and the performances obtained indicate considerable increasing averages in values when compared between groups, but with reduced differences between GII and GIII. This suggests the need for support behaviors, with the development of intervention and monitoring proposals at school level, to enhance the performance of these students.

Downloads

Download data is not yet available.

References

Almeida, R. P., Piza, C. J. M. T., Cardoso, T. S. G., & Miranda, M. C. (2016). Prevenção e remediação das dificuldades de aprendizagem: adaptação do modelo de resposta à intervenção em uma amostra brasileira. Revista Brasileira de Educação, 21(66), 611-630. http://dx.doi.org/10.1590/S1413-24782016216632.

Andrade, O. V. C. A., Andrade, P. E., & Capellini, S. A. (2014). Modelo de Resposta à Intervenção – RTI: como identificar e intervir com crianças de risco para os transtornos de aprendizagem. Pulso.

Barboza, F. B. R., Garcia, R. B., & Galera, C. (2015). Memória de trabalho fonológica, atenção visual e leitura em crianças de 5ª e 6ª séries do ensino fundamental. Estudos de Psicologia, 20(2), 82-91. http://dx.doi.org/10.5935/1678-4669.20150010.

Barrera, S. D., & Santos, M. J. (2016). Conhecimento do nome das letras e habilidades iniciais em escrita. Boletim – Academia Paulista de Psicologia, 36(90), 1-15.

Brancalioni, A. R., Zauza, A., Karlinski, C. D., Quitaiski, L. F., & Thomaz, M. F. O. (2018). Expressive vocabulary performance of students aged from 4 to 5 years attending public and private schools. Audiology Communication Research, 23, e1836. https://doi.org/10.1590/2317-6431-2016-1836.

Brasil. Ministério da Educação. (2018). Base Nacional Comum Curricular. Ministério da Educação. http://basenacionalcomum.mec.gov.br.

Castro-Villarreal, F., Rodriguez, B. J., & Moore, S. (2014). Teachers’ perceptions and attitudes about response to intervention (RTI) in their schools: A qualitative analysis. Teaching and Teacher Education, 40(1), 104-112. https://doi.org/10.1016/j.tate.2014.02.004.

Damasceno, E. S. S., Sacaloski, M., Costa, M. O., Kida, A. S. B., & Ávila, C. R. B. (2022). Programa de estimulação no ambiente educacional para aprimoramento de habilidades subjacentes à leitura. Audiology Communication Research, 27, e2549. https://doi.org/10.1590/2317-6431-2021-2549.

de Vos, A., Vanderauwera, J., Vanvooren, S., Vandermosten, M., Ghesquière, P., & Wouters, J. (2020). The relation between neurofunctional and neurostructural determinants of phonological processing in pre-readers. Developmental Cognitive Neuroscience, 46, 100874. https://doi.org/10.1016/j.dcn.2020.100874.

Downing, C., & Caravolas, M. (2023). Handwriting legibility and fluency and their patterns of concurrent relations with spelling, graphomotor, and selective attention skills. Journal of Experimental Child Psychology, 236, 105756.

Fletcher, J. M., & Vaughn, S. (2009). Response to intervention: Preventing and remediating academic difficulties. Child Development Perspectives, 3(1), 30-37. https://doi.org/10.1111/j.1750-8606.2008.00072.x.

Gersten, R., & Dimino, J. A. (2006). RTI (response to intervention): Rethinking special education for students with reading difficulties (yet again). Reading Research Quartely, 41(1), 99-108.

Instituto Nacional de Estudos e Pesquisas Anisio Teixeira. (2023). SAEB: Sistema de Avaliação da Educação Básica 2017/2023. INEP/MEC. http://portal.inep.gov.br/educacao-basica/saeb/resultados.

Leite, R. C. D., Brito, L. R. M., Reis, V. O. M., & Pinheiro, A. M. V. (2018). Consciência fonológica e fatores associados em crianças no início da alfabetização. Revista Psicopedagogia, 35(108), 306-317.

León, C. B. R., Almeida, Á., Lira, S., Zauza, G., Pazeto, T. C. B., Seabra, A. G., & Dias, N. M. (2019). Phonological awareness and early reading and writing abilities in early childhood education: preliminary normative data. Revista CEFAC, 21(2), e7418. https://doi.org/10.1590/1982-0216/20192127418.

Mantovani, S., Magro, R. R., Ribeiro, C. H. M., Marini, A. M., & Martins, M. R. I. (2021). Occurrence of reading and writing cognitive processes and perception visual skills in students with Visual Dyslexia. CoDAS, 33(6), 1-11. https://doi.org/10.1590/2317-1782/20202020209.

Monteiro, S. M., & Soares, M. (2014). Cognitive processes in initial reading: The relationship between word recognition strategies and literacy. Educação e Pesquisa, 40(2), 449-466. https://doi.org/10.1590/S1517-97022014005000006.

Nalom, A. F., & Schochat, E. (2020). Desempenho de alunos de escola pública e privada em processamento auditivo, vocabulário receptivo e compreensão leitora. CoDAS, 32(6), e20190193. https://doi.org/10.1590/2317-1782/20202019193.

Pazeto, T. C. B., Dias, N. M., Gomes, C. M. A., & Seabra, A. G. (2020). Prediction of reading and writing in elementary education through early childhood education. Psicologia: Ciência e Profissão, 40, 1-14. https://doi.org/10.1590/1982-3703003205497.

Puranik, C. S., & Lonigan, C. J. (2012). Name-writing proficiency, not length of name, is associated with preschool children’s emergent literacy skills. Early Childhood Research Quarterly, 27(2), 284-294. https://doi.org/10.1016/j.ecresq.2011.09.003.

Rodriguez, L. M., & Silva, C. (2023). Desempenho de pré-escolares em vocabulário e habilidades preditivas no ensino híbrido. Distúrbios da Comunicação, 35(2), e59709. https://doi.org/10.23925/2176-2724.2023v35i2e59709.

Sargiani, R. A., & Maluf, M. R. (2018). Language, cognition and early childhood education: Contributions of cognitive psychology and neuroscience. Psicologia Escolar e Educacional, 22(3), 477-484. https://doi.org/10.1590/2175-35392018033777.

Siegel, L. S. (2020). Early identification and intervention to prevent reading failure: A response to intervention (RTI) initiative. Educational and Developmental Psychologist, 37(2), 140-146. https://doi.org/10.1017/edp.2020.21.

Silva, C., Gualberto, B. D., & Neves, I. M. P. (2019). The performance of elementary public and private school students pre and post phonological intervention. Revista CEFAC, 21(2), e15718. https://doi.org/10.1590/1982-0216/201921215718.

Xu, W., Kolozsvari, O. B., Monto, S. P., & Hämäläinen, J. A. (2018). Brain responses to letters and speech sounds and their correlations with cognitive skills related to reading in children. Frontiers in Human Neuroscience, 12, 304. https://doi.org/10.3389/fnhum.2018.00304.