Aprendizagem da leitura em crianças com dificuldade intelectual e desenvolvimental
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2011
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A presente investigação tem como objecto a aprendizagem e as práticas de leitura por parte de crianças com Dificuldade Intelectual e Desenvolvimental (DID). Na revisão bibliográfica efectuada constata-se a existência de uma ligação intrínseca entre os processos cognitivos e a aprendizagem da leitura, sendo estes um factor determinante para a compreensão do processo de ler. Tivemos a preocupação de dar a conhecer os componentes implicados na leitura, nomeadamente a descodificação e a compreensão, a primeira das quais integra os processos cognitivos de âmbito fonológico. Salienta-se a interligação de ambas as componentes para a aquisição da técnica da leitura e os modelos e métodos de ensino da leitura que vão condicionar a sua aprendizagem.
Procurou-se perceber quais as causas da dificuldade na aprendizagem da leitura em crianças com DID, bem como a influência de diferentes métodos na aprendizagem da leitura. Três objectivos/preocupações nortearam a investigação: a) identificar quais os processos cognitivos implicados nas dificuldades da leitura em crianças com DID e sem DID; b) identificar os processos fonológicos envolvidos na aprendizagem da leitura em crianças com DID e sem DID; c) identificar se o método de ensino que o professor utiliza para ensinar a ler tem influência na aprendizagem de crianças com DID e sem DID. Para responder à questão de partida procedeu-se a um estudo quase experimental e comparativo.
A dimensão empírica desta investigação assentou numa amostra constituída por doze alunos e seis professores de duas escolas do ensino público. Dos alunos, 8 não tinham DID (4 do 1º ano de escolaridade e 4 do 3º ano de escolaridade), e 4 tinham DID (2 do 4º ano de escolaridade e 2 do 5º e o 7º ano de escolaridade). Aos dois alunos com DID do 4º ano de escolaridade, foi aplicada uma intervenção pedagógica de reforço da aprendizagem da leitura durante 14 sessões. Os restantes alunos constituíram o grupo de controlo. Os resultados obtidos a partir da aplicação da bateria de testes, antes e após a intervenção, permite-nos percepcionar que as dificuldades na aprendizagem da leitura possivelmente, estarão mais relacionadas com os processos fonológicos e não tanto com os processos cognitivos.
This research is aimed at the learning and practice of reading by children with Intellectual and Developmental Difficulties (DID). The literature review notes the existence of an intrinsic link between cognitive processes and learning of reading, the latter being a key factor for understanding the process of reading. We had the desire to make known the components involved in reading, including decoding and comprehension, the first of which includes the cognitive processes of phonological context. We emphasize the interconnection of both components for the acquisition of reading technique and the models and methods of teaching reading that will condition their learning. We tried to understand what causes difficulty in reading in children with DID, as well as the influence of different methods in reading. Three objectives / concerns guided the investigation: a) identify the cognitive processes involved in reading difficulties in children with and without DID, b) identify the phonological processes involved in reading in children with and without DID, c) identify The method of teaching where the teacher uses to teach reading has an influence on the learning of children with and without DID. To answer the initial question, we proceeded to a quasi-experimental study and comparison. The empirical dimension of this research was based on a sample of twelve students and six teachers from two schools of public education. Students, 8 had no DID (4 to 1th grade and 4 the 3rd grade), and 4 had DID (2 of 4th grade and 2 to 5. And 7th grade) . The two students with DID the 4th grade, an educational intervention was applied to enhance the learning of reading for 14 sessions. The remaining students formed the control group. The results from the application of the battery of tests before and after the intervention, which allows us to perceive the difficulties in learning to read possibly be more related to phonological processes rather than with cognitive processes.
This research is aimed at the learning and practice of reading by children with Intellectual and Developmental Difficulties (DID). The literature review notes the existence of an intrinsic link between cognitive processes and learning of reading, the latter being a key factor for understanding the process of reading. We had the desire to make known the components involved in reading, including decoding and comprehension, the first of which includes the cognitive processes of phonological context. We emphasize the interconnection of both components for the acquisition of reading technique and the models and methods of teaching reading that will condition their learning. We tried to understand what causes difficulty in reading in children with DID, as well as the influence of different methods in reading. Three objectives / concerns guided the investigation: a) identify the cognitive processes involved in reading difficulties in children with and without DID, b) identify the phonological processes involved in reading in children with and without DID, c) identify The method of teaching where the teacher uses to teach reading has an influence on the learning of children with and without DID. To answer the initial question, we proceeded to a quasi-experimental study and comparison. The empirical dimension of this research was based on a sample of twelve students and six teachers from two schools of public education. Students, 8 had no DID (4 to 1th grade and 4 the 3rd grade), and 4 had DID (2 of 4th grade and 2 to 5. And 7th grade) . The two students with DID the 4th grade, an educational intervention was applied to enhance the learning of reading for 14 sessions. The remaining students formed the control group. The results from the application of the battery of tests before and after the intervention, which allows us to perceive the difficulties in learning to read possibly be more related to phonological processes rather than with cognitive processes.
Descrição
Orientação: Vítor Cruz
Palavras-chave
EDUCAÇÃO, INCLUSÃO ESCOLAR, DIFICULDADES DE APRENDIZAGEM, MÉTODOS DE APRENDIZAGEM, EDUCAÇÃO ESPECIAL, EDUCATION, SCHOOL INCLUSION, LEARNING DISABILITIES, LEARNING METHODS, SPECIAL EDUCATION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ESPECIALIDADE DE EDUCAÇÃO ESPECIAL E DOMÍNIO COGNITIVO E MOTOR