Early identification of reading problems
preliminary study with students of 1st grade
Keywords:
Reading, Evaluation, LearningAbstract
Purpose: To elaborate procedures for the early identification of problems in reading and to characterize the performance of the students from 1st grade in the test developed. Methods: Eighty–three students participated in this study, ranging from 6 to 7 years and 11 months of age from 1st grade of elementary school in Marília, São Paulo, both genders, middle-lower socio-economic level. The early identification of reading problems test was developed, composed by seven cognitive-language skills: knowledge of the alphabet, phonological awareness, working memory, rapid automatic naming, visual attention, reading of words and non-words, understanding of words and phrases from pictures. The results were statistically analyzed using the Wilcoxon-flagged posts test. Results: The results showed statistically significant differences, showing that all students had lower performance compared to the performance skills expected in the test. Conclusion: The results have enabled us to conclude that the students from 1st grade of elementary school evaluated in this study had lower performance on skills that are considered in national and international literature as predictors for literacy, which shows that students of municipal schools in this study beginning the literacy process do not present dominance of cognitive-linguistic skills necessary to learn the system of writing of Brazilian Portuguese.Downloads
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Copyright (c) 2009 Simone Aparecida Capellini, Maria Nobre Sampaio, Maryse Tomoko Matsuzawa Fukuda, Adriana Marques de Oliveira, Cíntia Cristina Fadini, Maíra Anelli Martins
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