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  • 1
    Online Resource
    Online Resource
    Phonological Awareness Assessment Test (PACOF) for Pre-school Children: Evidence of Validity and Reliability
    Colegio Oficial de la Psicologia de Madrid ; 2023
    In:  Psicología Educativa Vol. 29, No. 1 ( 2023-1-18), p. 83-90
    Details
    In: Psicología Educativa, Colegio Oficial de la Psicologia de Madrid, Vol. 29, No. 1 ( 2023-1-18), p. 83-90
    Type of Medium: Online Resource
    ISSN: 1135-755X , 2174-0526
    URL: Article
    DOI: 10.5093/psed2023a3
    Language: English
    Publisher: Colegio Oficial de la Psicologia de Madrid
    Publication Date: 2023
    detail.hit.zdb_id: 2439602-3
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  • 2
    Online Resource
    Online Resource
    Mudanças na produção de histórias escritas de escolares em fase de alfabetização a partir de apoio metatextual
    Pontifical Catholic University of Sao Paulo (PUC-SP) ; 2020
    In:  Distúrbios da Comunicação Vol. 32, No. 3 ( 2020-09-03), p. 434-444
    Details
    In: Distúrbios da Comunicação, Pontifical Catholic University of Sao Paulo (PUC-SP), Vol. 32, No. 3 ( 2020-09-03), p. 434-444
    Abstract: Objetivo: verificar a evolução da produção de histórias escritas de escolares ao longo de um programa metatextual. Método: o programa foi aplicado nas escolas dos participantes, utilizando-se um delineamento quase-experimental com duas condições de intervenção: na primeira eram utilizadas instruções explícitas, tendo o professor como mediador e, na segunda, o sujeito se apoiava em uma estratégia de autorregulação. A base para a intervenção consistiu no uso da leitura de imagens em sequência para formar uma história, inicialmente oral e, em seguida, escrita. A análise de dados foi baseada na classificação das histórias escritas e foram aplicados os testes de ANOVA e Pairwise Comparisons de Bonferroni. Resultados: indicaram diferenças significativas nas produções com e sem apoio tutorial. Conclusão: o programa utilizado tratou de uma tecnologia educacional eficaz para melhorar e/ou aperfeiçoar a produção de textos narrativos em sala de aula.
    Type of Medium: Online Resource
    ISSN: 2176-2724 , 0102-762X
    URL: Article
    DOI: 10.23925/2176-2724.2020v32i3p434-444
    Language: Unknown
    Publisher: Pontifical Catholic University of Sao Paulo (PUC-SP)
    Publication Date: 2020
    detail.hit.zdb_id: 2780503-7
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  • 3
    Online Resource
    Online Resource
    Table_1.DOCX
    Frontiers Media SA ; 2022
    In:  Frontiers in Psychology Vol. 13 ( 2022-5-6)
    Details
    In: Frontiers in Psychology, Frontiers Media SA, Vol. 13 ( 2022-5-6)
    Abstract: In the last decade, ICT-based interventions for developing reading skills in children with reading disabilities have become increasingly popular. This study had three goals: (a) to assess the existence of gains in word reading, oral reading fluency and listening comprehension after a Tier 2 intervention using the digital tool “I’m still learning,” which was delivered partially in a remote modality during the COVID-19 pandemic; (b) to investigate whether the gains depended on the students’ gender, the number of sessions attended and the interventionist; and (c) to investigate parents’ perceptions about the suitability and perceived effects of the intervention. A single group design with pre-test and post-test was used. The intervention was delivered to second graders ( N = 81) flagged as being at-risk for reading disabilities in a universal screening. The analyses showed significant gains in all three outcome variables after the intervention. The gains did not depend on students’ gender, number of intervention sessions attended or interventionist. Parents’ perceptions of the remote intervention were positive. The study findings highlight the potentialities of using technology-based interventions to foster reading skills and suggest that these may be especially useful during lockdowns.
    Type of Medium: Online Resource
    ISSN: 1664-1078
    URL: Article
    URL: Article
    DOI: 10.3389/fpsyg.2022.862383
    DOI: 10.3389/fpsyg.2022.862383.s001
    Language: Unknown
    Publisher: Frontiers Media SA
    Publication Date: 2022
    detail.hit.zdb_id: 2563826-9
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  • 4
    Online Resource
    Online Resource
    Pressupostos teórico-metodológicos e resultados alcançados com um programa de ensino explícito de compreensão de leitura
    Universidade Federal de Santa Maria ; 2022
    In:  Educação ( 2022-06-29)
    Details
    In: Educação, Universidade Federal de Santa Maria, ( 2022-06-29)
    Abstract: Este artigo apresenta perspectivas teórico-metodológicas fundamentadas em pesquisas na área do ensino e aprendizagem da leitura que abordam a complexidade dos elementos envolvidos nessa tarefa de ensinar a ler. Amparado nesses pressupostos apresenta a metodologia de um programa de ensino de compreensão leitora operacionalizado nas escolas portuguesas e que vem sendo adaptado ao contexto brasileiro, em que são desenvolvidas estratégias acionadas antes, durante e depois da leitura com o intuito de promover diferentes níveis de compreensão e assim elevar o nível de competência dos estudantes. O programa em adaptação ao português do Brasil dirige-se a estudantes do 3º e 4º ano da educação básica tendo sido aplicado em três estudos piloto vinculados a diferentes projetos de pesquisa desenvolvidos por duas universidades do sul do Brasil. Os resultados obtidos com a aplicação do programa em Portugal e os decorrentes da aplicação dos estudos piloto no Brasil são apresentados, evidenciando que é possível ensinar a compreender, ao mesmo tempo em que encorajam a continuidade da adaptação do programa brasileiro.
    Type of Medium: Online Resource
    ISSN: 1984-6444
    URL: Article
    DOI: 10.5902/1984644455281
    Language: Unknown
    Publisher: Universidade Federal de Santa Maria
    Publication Date: 2022
    detail.hit.zdb_id: 2607450-3
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  • 5
    Online Resource
    Online Resource
    Assessing oral reading fluency within and across grade levels: Development of equated test forms
    Springer Science and Business Media LLC ; 2022
    In:  Behavior Research Methods Vol. 54, No. 6 ( 2022-02-15), p. 3043-3054
    Details
    In: Behavior Research Methods, Springer Science and Business Media LLC, Vol. 54, No. 6 ( 2022-02-15), p. 3043-3054
    Type of Medium: Online Resource
    ISSN: 1554-3528
    URL: Article
    DOI: 10.3758/s13428-022-01806-7
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2022
    detail.hit.zdb_id: 2212635-1
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  • 6
    Online Resource
    Online Resource
    Developing and Validating Tests of Reading and Listening Comprehension for Fifth and Sixth Grade Students in Portugal
    Frontiers Media SA ; 2020
    In:  Frontiers in Psychology Vol. 11 ( 2020-12-9)
    Details
    In: Frontiers in Psychology, Frontiers Media SA, Vol. 11 ( 2020-12-9)
    Abstract: An efficient assessment of reading and linguistic abilities in school children requires reliable and valid measures. Moreover, measures which include specific test forms for different academic grade levels, that are vertically equated, allow the direct comparison of results across multiple time points and avoid floor and ceiling effects. Two studies were conducted to achieve these goals. The purpose of the first study was to develop tests of reading and listening comprehension in European Portuguese, with vertically scaled test forms for students in the fifth and sixth grades, using Rasch model analyses. The purpose of the second study was to collect evidence for the validity of these tests based on the relationships of test scores with other variables. The samples included 454 and 179 students for the first and second study, respectively. The data from both studies provided evidence for good psychometric characteristics for the test forms: unidimensionality and local independence, as well as adequate reliability and evidence of validity. The developed test forms are an important contribution in the Portuguese educational context as they allow for the assessment of students’ performance in these skills across multiple time points and can be used both in research and practice.
    Type of Medium: Online Resource
    ISSN: 1664-1078
    URL: Article
    DOI: 10.3389/fpsyg.2020.610876
    Language: Unknown
    Publisher: Frontiers Media SA
    Publication Date: 2020
    detail.hit.zdb_id: 2563826-9
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  • 7
    Online Resource
    Online Resource
    Data_Sheet_1.docx
    Frontiers Media SA ; 2021
    In:  Frontiers in Psychology Vol. 12 ( 2021-7-22)
    Details
    In: Frontiers in Psychology, Frontiers Media SA, Vol. 12 ( 2021-7-22)
    Abstract: This study presents the validation analysis of the European Portuguese version of the MacArthur-Bates Communicative Development Inventory III (CDI-III-PT). The CDI-III-PT is a parental report measure allowing researchers to assess expressive vocabulary and the syntactic abilities of children aged 2;6–4;0. In this study, we present a version comprising a lexical subscale which follows the Swedish adaptation and an original syntactic subscale allowing us to include language-specific structures. The reports of 739 children were collected; in addition, a standardized measure of language was also administered to a sub-sample of these children and the reports of preschool teachers were collected for another sub-sample. The results indicate a high internal consistency of the lexical and syntactic subscales. As for sociodemographic variables often found to be predictors of language development, as measured by this type of instrument, the results indicate that age and maternal education are significant predictors of the scores, and that first-born children attain higher scores in vocabulary than later born children, but no significant gender differences were found. The scores of the CDI-III-PT are positively correlated with the ones obtained in the standardized language measure, thus supporting their validity. A high agreement between the reports of parents and teachers was also found. These findings indicate that the CDI-III-PT has adequate psychometric properties and that it can be a useful tool for research and clinical practice. The age-based norms that are now provided can be used to evaluate whether a child is performing poorly compared to their peers.
    Type of Medium: Online Resource
    ISSN: 1664-1078
    URL: Article
    URL: Article
    DOI: 10.3389/fpsyg.2021.677575
    DOI: 10.3389/fpsyg.2021.677575.s001
    Language: Unknown
    Publisher: Frontiers Media SA
    Publication Date: 2021
    detail.hit.zdb_id: 2563826-9
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  • 8
    Online Resource
    Online Resource
    Falar, ouvir e ler : Um programa para o desenvolvimento da linguagem oral
    EDIPUCRS ; 2021
    In:  Letrônica Vol. 14, No. 2 ( 2021-08-10), p. e38500-
    Details
    In: Letrônica, EDIPUCRS, Vol. 14, No. 2 ( 2021-08-10), p. e38500-
    Abstract: Na atualidade, é inquestionável o papel da linguagem oral para a aprendizagem da leitura e para a competência comunicativa. No entanto, a promoção da competência comunicativa oral não tem recebido, por parte da investigação, a mesma atenção do que a leitura. Este estudo descreve, de forma sucinta, um programa de promoção do desenvolvimento da competência comunicativa oral (CCO) – Comunicação e expressão oral: falar, ouvir e ler no ensino básico –, destinado ao 7º ano de escolaridade, e apresenta os resultados do estudo empírico que analisou o impacto da sua aplicação durante um ano letivo, em duas escolas públicas do Norte de Portugal. Foi utilizado um design quase-experimental, envolvendo uma amostra de 122 participantes. Para a avaliação dos efeitos do programa, foi utilizada a Grelha de Registo, observação e avaliação da competência comunicativa oral (GROACCO), que avalia as habilidades verbais, paraverbais e não verbais que compõem a CCO, com base em uma escala Likert de 5 pontos (de 1 = Fraco a 5 = Excelente). Os resultados das análises estatísticas (MANCOVA e ANCOVA) mostram que o grupo experimental apresenta ganhos significativamente superiores aos do grupo de controlo, quer nos três domínios que integram a CCO, quer no score total.
    Type of Medium: Online Resource
    ISSN: 1984-4301
    URL: Issue
    URL: Article
    DOI: 10.15448/1984-4301.2021.2
    DOI: 10.15448/1984-4301.2021.2.38500
    Language: Unknown
    Publisher: EDIPUCRS
    Publication Date: 2021
    detail.hit.zdb_id: 2612066-5
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  • 9
    Online Resource
    Online Resource
    Cross‐Lagged Relations Among Linguistic Skills in European Portuguese: A Longitudinal Study
    Wiley ; 2020
    In:  Reading Research Quarterly Vol. 55, No. 2 ( 2020-04), p. 177-192
    Details
    In: Reading Research Quarterly, Wiley, Vol. 55, No. 2 ( 2020-04), p. 177-192
    Abstract: Research has widely demonstrated the contribution of word reading, listening comprehension skills, and oral reading fluency to reading comprehension performance. However, the existence of reciprocal relations among these skills has been investigated less frequently. The authors examined the directionality of the relations among reading comprehension, listening comprehension, word reading, and oral reading fluency in Portuguese elementary school students from second to fourth grade by using a longitudinal cross‐lagged design. The sample was composed of 261 students assessed at the end of grades 2, 3, and 4. The results indicated that there is a reciprocal relation between listening comprehension and reading comprehension in every grade and that oral reading fluency and reading comprehension have a reciprocal relation only in the initial years of schooling, similar to the observed relation between oral reading fluency and word reading. The results are discussed considering their potential impact and the limitations of the study.
    Type of Medium: Online Resource
    ISSN: 0034-0553 , 1936-2722
    URL: Issue
    URL: Article
    DOI: 10.1002/rrq.v55.2
    DOI: 10.1002/rrq.261
    Language: English
    Publisher: Wiley
    Publication Date: 2020
    detail.hit.zdb_id: 2055477-1
    SSG: 24,1
    SSG: 5,3
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