Article

Reading Test-Sentence Comprehension: An Adapted Version of Lobrot's Lecture 3 Test for Brazilian Portuguese [Teste de Leitura: Compreensão de Sentenças: Versão adaptada do Teste Lecture 3 de Lobrot para o Português Brasileiro]

January 2016
Dyslexia 22(1)

DOI:10.1002/dys.1521

Authors:

Douglas Araújo Vilhena

Federal University of Minas Gerais

Ana Sucena

Polytechnic Institute of Porto

São Luís Castro

University of Porto

Ângela Maria Vieira Pinheiro

Federal University of Minas Gerais

Our aim was to analyse the linguistic structure of the Lobrot's Lecture 3 (L3) reading test and to describe the procedure for its adaptation to a Brazilian cultural-linguistic context. The resulting adapted version is called the Reading Test-Sentence Comprehension [Teste de Leitura: Compreensão de Sentenças (TELCS)] and was developed using the European Portuguese adaptation of L3 as a reference. The present study was conducted in seven steps: (1) classification of the response alternatives of L3 test; (2) adaptation of the original sentences into Brazilian Portuguese; (3) back-translation; (4) adaptation of the distractors from TELCS; (5) configuration of TELCS; (6) pilot study; and (7) validation and standardization. In comparison with L3, TELCS included new linguistic and structural variables, such as frequency of occurrence of the distractors, gender neutrality and position of the target words. The instrument can be used for a collective screening or individual clinical administration purposes to evaluate the reading ability of second-to-fifth-grade and 7-to-11-year-old students. Copyright © 2016 John Wiley & Sons, Ltd.

Fidedignidade, validade interna e externa da Prova de Reconhecimento de Palavras – Versão Brasileira

Article

Full-text available

Dec 2023

Resumo Objetivou-se prover fontes de evidências psicométricas de fidedignidade, validade da estrutura interna e validade externa para a Prova de Reconhecimento de Palavras-Versão Brasileira (PRP-BR). Participaram do estudo piloto da Fase 2, planejada para avaliar a efetiva iconicidade dos desenhos, 114 alunos do segundo ao quinto ano do Ensino Fundamental, sem tempo limite. Na Fase 3, participaram 480 alunos do segundo ao quinto ano, com a aplicação da PRP-BR completa (52 itens) sob tempo limite. Compuseram a Fase 4 os 231 participantes que responderam todos os itens. Na Fase 5, 245 participantes do primeiro ao quinto ano responderam a PRP-BR reduzida (43 itens) sob tempo limite. Aplicou-se a PRP-BR de forma individual nos participantes do primeiro ano e de forma coletiva nos do segundo ao quinto ano. O tempo limite de aplicação para o primeiro ao terceiro ano foi de quatro minutos e para o quarto e quinto ano foi de dois minutos. Na Fase 2, todos os itens atingiram o critério de corte de 80% de acerto, o que sugere suas manutenções para os subsequentes estudos de validação. Ao considerar os resultados da Teoria Clássica dos Testes e da Teoria de Resposta ao Item, foram retirados nove dos 52 itens. Como evidência de adequada fidedignidade, o alfa de Cronbach aument ou progressivamente entre as fases deste estudo. Como evidências de validade interna, verificou-se um significante efeito de escolaridade tanto com a versão completa quanto a reduzida em todas as amostras. Apresentou-se evidências de validade externa convergente e de critério, com os resultados estando coerentes com a literatura. Conclui-se que a PRP-BR apresentou satisfatórias fontes de evidências psicométricas de fidedignidade, validade da estrutura interna e validade externa. Palavras-chave: avaliação educacional, deficiências da aprendizagem, dislexia, estudo de validação, psicometria. Resumen El objetivo fue proporcionar fuentes de evidencia psicométrica de confiabilidad, validez de estructura interna y validez externa para la Prueba de Reconocimiento de Palabras-Versión Brasileña (PRP-BR). El estudio piloto de la Fase 2, diseñado para evaluar la iconicidad efectiva de los diseños, participó 114 niños de segundo a quinto año de Educación Primaria, sin límite de tiempo. En la Fase 3, participaron 480 niños de segundo a quinto año, con la aplicación de la PRP-BR completa (52 ítems) con límite de tiempo. La Fase 4 comprendió los 231 participantes que respondieron a todos los ítems. En la Fase 5, 245 participantes del primero al quinto año respondieron la PRP-BR reducida (43 ítems) bajo límite de tiempo. La aplicación fue individualmente a los participantes del primer año y de forma colectiva a los del segundo al quinto año. El tiempo límite de aplicación para el primero al tercero año fue de cuatro minutos y para el cuarto y quinto año fue de dos minutos. En la Fase 2, todos los ítems alcanzaron el criterio de corte del 80% correcto, lo que sugiere su mantenimiento para posteriores estudios de validación. Después de considerar los resultados de la Teoría Clásica de Test y la Teoría de Respuesta al Ítem, nueve de los 52 ítems fueron eliminados. Como evidencia de confiabilidad adecuada, el alfa de Cronbach aumentó progresivamente entre las fases de este estudio. Como evidencia de validez interna, hubo un efecto significativo de la escolaridad tanto con la versión completa como con la reducida en todas las fases. Se presentaron evidencias de validez externa convergente y de criterio, siendo los resultados consistentes con la literatura. Se concluye qu e la PRP-BR presentó fuentes satisfactorias de evidencia psicométrica de confiabilidad, validez de estructura interna y validez externa. Palabras clave: evaluación educativa, dificultades de aprendizaje, dislexia, estudio de validación, psicometría. Résumé L'objectif était de fournir des sources de preuves psychométriques de fiabilité, de validité de structure interne et de validité externe pour le preuve de reconnaissance de mots-version brésilienne (PRP-BR). L'étude pilote de la Phase 2, conçue pour évaluer l'iconicité effective des dessins, participé 114 étudiants de la deuxième à la cinquième année du primaire, sans limite de temps. En Phase 3, 480 étudiants de la deuxième à la cinquième année ont participé, avec l'application du PRP-BR complet (52 items) dans un délai limité. La Phase 4 comprenait les 231 participants qui ont répondu à tous les items. En Phase 5, 245 participants de la première à la cinquième année ont répondu au PRP-BR réduit (43 items) dans un délai limité. La PRP-BR a été appliqué individuellement aux participants de la première année et collectivement à ceux de la deuxième à la cinquième année. Le délai de candidature pour les première à troisième années était de quatre minutes et pour les quatrième et cinquième années, il était de deux minutes. Dans la Phase 2, tous les items ont atteint le critère de 80 % corrects, ce qui suggère leur maintien pour les études de validation ultérieures. Lors de l'examen des résultats de la Théorie Classique des Tests et de la Théorie de la Réponse aux Items, neuf des 52 items ont été supprimés. Comme preuve d'une fiabilité adéquate, l'alpha de Cronbach a progressivement augmenté entre les phases de cette étude. Comme preuve de la validité interne, il y avait un effet significatif de la scolarisation avec la version complète et la version réduite dans toutes les phases. Des preuves de validité externe convergente et de critère ont été présentées, les résultats étant cohérent s avec la littérature. Il est conclu que le PRP-BR a présenté satisfaisantes psychométriques sources de fiabilité, de validité de structure interne et de validité externe. Mots-clés: troubles d'apprentissage, dyslexie, étude de validation, lecture, psychométrie. Abstract The objective was to provide psychometric evidence of reliability, internal structure validity and external validity for the Word Recognition Assessment-Brazilian Version (PRP-BR). The pilot study of Phase 2, designed to evaluate the iconicity of the illustrations, participated 114 children from the second to the fifth grades of Elementary School, with no time limit. In Phase 3, 480 students from the second to the fifth grades participated, with the application of the complete PRP-BR (52 items) under a time limit. Phase 4 comprised the 231 participants who responded to all items. In Phase 5, 245 participants from the first to the fifth grades answered the reduced PRP-BR (43 items) under a time limit. The PRP-BR was applied individually to participants in the first grade and collectively to those from the second to the fifth grades. The application time limit for the first to third grades was four minutes and for the fourth and fifth grades it was two minutes. In Phase 2, all items reached the cutoff criterion of 80% accuracy, which suggested their maintenance for subsequent validation studies. Considering the results of the Classical Test Theory and the Item Response Theory, nine of the 52 items were removed. As evidence of adequate reliability, Cronbach's alpha progressively increased between the phases of thi s study. As evidence of internal validity, there was a significant effect of schooling both with the complete and the reduced version in all samples. Evidence of convergent and criterion external validity were presented, with the results being consistent with the literature. In concluded, the PRP-BR presented satisfactory psychometric evidence of reliability, internal structure validity and external validity.

Desempenho de vocabulário receptivo e habilidades de leitura em crianças com deficiência auditiva

Article

Full-text available

Dec 2022

Introdução: A intervenção, reabilitação e acompanhamento audiológico são essenciais para promover o desenvolvimento de habilidades comunicativas de crianças com deficiência auditiva levando a melhores condições de desempenho acadêmico, inclusão social e melhor qualidade de vida. Objetivo: Analisar diferenças no desempenho de crianças com deficiência auditiva em vocabulário receptivo e habilidades de leitura, quando consideradas características audiológicas e escolares. Método: Foram avaliadas 18 crianças com deficiência auditiva, de ambos os sexos, com idade entre 8 e 12 anos. Para análise do vocabulário receptivo foi utilizado o teste PEABODY-PPVT4, para desempenho de leitura foram utilizados os testes Leitura em Um Minuto – LUMP e Teste de Leitura Compreensão de Sentenças - TELCS Resultados: 61,1% da amostra é composta por crianças com perda auditiva de grau moderado, 77,8% dos sujeitos têm boa audibilidade (SII ≥58), 61,1% dos sujeitos analisados apresentaram bom nível de vocabulário (≥70) e 67% da amostra apresentaram resultados na média ou acima da média em desempenho de leitura. Conclusão: Boa audibilidade está relacionado ao bom desempenho de vocabulário e leitura de crianças com deficiência auditiva. Sujeitos com bom desempenho em vocabulário receptivo apresentam bom desempenho de leitura.

Estresse visual associado à dificuldade de leitura: prevalência e intervenção em alunos do ensino fundamental [Visual stress associated with reading difficulties: prevalence and intervention in elementary school students]

Article

Full-text available

Sep 2021

O estresse visual é definido como uma disfunção do processamento visual, de base neuronal, com um déficit do sistema magnocelular e no córtex visual primário. Ele é caracterizado por distorções visuoperceptuais e desconforto visual progressivo na leitura. O presente estudo verificou a prevalência do estresse visual entre escolares do 3º e 4º ano do ensino fundamental (7 a 10 anos) com dificuldade de leitura, assim como investigou o efeito do uso de lâminas espectrais na habilidade de leitura. Todos os participantes elegíveis (n = 58) apresentavam dificuldade de leitura e adequada acuidade visual binocular. As lâminas espectrais foram selecionadas e distribuídas aos alunos para uso por três meses. A Escala de Percepção Visual de Leitura, o Teste de Taxa de Leitura e o Teste de Leitura - Compreensão e Sentença caracterizaram as condições pré e pós-intervenção. Os resultados indicaram prevalência de 12% de estresse visual (sintomas severos). Após a intervenção, foi verificado que o uso das lâminas espectrais promoveu incremento da compreensão de sentenças e da taxa de leitura. Assim, conclui-se que o estresse visual é uma disfunção muito prevalente entre crianças com dificuldade de leitura e que as lâminas espectrais são um método eficaz de intervenção para reduzir o estresse visual na leitura. ABSTRACT Visual stress is defined as a neuronal-based dysfunction of visual processing, with a deficit in the magnocellular system and in the primary visual cortex. It is characterized by visual-perceptual distortions and progressive visual discomfort in reading. The present study verified the prevalence of visual stress among students from 3rd and 4th grades of elementary school (7 to 10 years old) with reading difficulties, as well as investigated the effect of the use of overlays on reading ability. All eligible participants (n = 58) had reading difficulties and adequate binocular visual acuity. Overlays were selected and distributed to students for use for three months. The Visual Reading Perception Scale, the Reading Rate Test and the Reading Test - Comprehension and Sentence characterized the pre- and post- intervention conditions. The results indicated a 12% prevalence of visual stress (severe symptoms). After the intervention, it was verified that the use of spectral slides promoted an increase in sentence comprehension and reading rate. Thus, it is concluded that visual stress is a very prevalent disorder among children with reading difficulties and that overlays are an effective method of intervention to reduce visual stress in reading.

Reliability, Validity and Standardization of the Reading Test: Sentence Comprehension [Fidedignidade, Validade e Normatização do Teste de Leitura: Compreensão de Sentenças]

Article

Full-text available

Dec 2020

The test called ‘Reading Test: Sentence Comprehension (TELCS)’ has been validated and standardized. Participants (N = 1289, 2nd to 5th grade, 7 to 11-years-old) were stratified in 15 state-schools in Brazil. The TELCS demonstrated reliability and validity to classify reading performance by both school grade and chronological age. Correlations between the TELCS and a General Reading Composite score were high, as were those with reading accuracy rates of word and pseudoword. Cluster analysis suggested a five-class solution: reading disability, below, average, above, and high reading performance. For individual or collective use, TELCS can quickly screen the sentence reading ability, useful to identify those who might need additional support. RESUMO O teste chamado ‘Teste de Leitura: Compreensão de Sentenças (TELCS)’ foi validado e normatizado. Participantes (N = 1289, 2º ao 5º ano, 7 a 11 anos) foram estratificados em quinze escolas estaduais. O TELCS demonstrou fidedignidade e validade para classificar o desempenho de leitura por ano escolar e idade cronológica. Houve alta correlação com o parâmetro composto de leitura geral, e as taxas de acurácia leitora de Palavras e de Pseudopalavras. Análise de clusters sugeriu cinco classes: transtorno, abaixo, média, acima, alta. De uso individual ou coletivo, o TELCS é um instrumento de rápido rastreio da habilidade de leitura de sentenças, útil para identificar aqueles que precisam de apoio adicional.

Validity Evidence of the Reading Screening Test for Portuguese First Graders

Article

Full-text available

Sep 2020

This study aims to present validity evidence for the Reading Screening Test (TRL-Teste de Rastreio de Leitura) that assesses word and pseudoword reading. Participants were 94 Portuguese first graders (49 girls and 45 boys), assessed with the TRL and criterion measures—ALEPE subscales to assess words, pseudowords reading, and rapid automatized naming. Results from confirmatory factor analyses indicated that a two-factor measurement model yielded a good fit to the data. Favorable estimates of internal consistency reliability were obtained. Correlation coefficient results suggested that the measure was positively and statistically associated with another measure of reading assessment. These results revealed adequate evidence based on internal structure and evidence based on the relationship to other variables for the assessment of word reading accuracy among Portuguese first graders.

Retrieval practice improves learning in children with diverse visual word recognition skills

Article

Full-text available

Sep 2019

A large body of research shows that performing tests is more beneficial for the retention of studied materials than restudying those materials, a phenomenon termed “testing-effect”. A contemporary debate on the testing effect literature concerns whether the benefits of tests are equivalent for individuals with different cognitive skills, as the capacity to decode written words, for example. In the current study, we approached this issue in two experiments by examining whether testing is equally beneficial for children with diverse visual word decoding skills. To achieve this goal, we recruited sixth and fourth grade children (experiments 1 and 2, respectively) and administered a reading aloud task to assess their visual word recognition skills, and administered a memory task about an encyclopedic text to promote the testing effect. Memory for the restudied/tested contents of the encyclopedic text were probed after a seven-day interval, and although children from both experiments showed robust testing effects, such effects were not associated with their visual word decoding skills. These findings suggest that children with diverse word decoding skills can be benefited by retrieval practice.

Should We Turn off the Music? Music with Lyrics Interferes with Cognitive Tasks

Article

Full-text available

May 2023

People often listen to music while doing cognitive tasks. Yet, whether music harms or helps performance is still debated. Here, we assessed the objective and subjective effects of music with and without lyrics on four cognitive tasks. College students completed tasks of verbal and visual memory, reading comprehension, and arithmetic under three conditions: silence, instrumental music, and music with lyrics. Participants judged their learning during and after each condition. Music with lyrics hindered verbal memory, visual memory, and reading comprehension (d ≈ -0.3), whereas its negative effect (d = -.19) on arithmetic was not credible. Instrumental music (hip-hop lo-fi) did not credibly hinder or improve performance. Participants were aware of the detrimental impact of the lyrics. Instrumental music was, however, sometimes perceived as beneficial. Our results corroborate the general distracting effect of background music. However, faulty metacognition about music's interfering effect cannot fully explain why students often listen to music while studying.

Covid-19 school closures negatively impacted Elementary-school students’ reading comprehension and reading fluency skills

Article

Feb 2023
INT J EDUC DEV

In Brazil, schools remained closed to prevent the spread of COVID-19 for approximately two years. In this study, we investigated how COVID-19 school closures were associated with gaps and losses in Brazilian students' reading skills. We contrasted the reading comprehension and fluency of 2nd- to 4th-graders in 2022 with a 2019 cohort. Furthermore, we investigated how 2022 5th graders' reading comprehension and fluency skills have improved since 2019. Overall, results showed that COVID-19 school closures were associated with gaps but not losses in reading comprehension and fluency. Therefore, these skills should be targets of educational interventions.

Análise do domínio “Cognição” do Protocolo Individualized Music Therapy Assessment Profile (IMTAP)

Article

Full-text available

Jun 2021

A maioria dos instrumentos avaliativos em Musicoterapia necessitam ter sua eficácia comprovada, direcionando as intervenções de forma condizente às necessidades do indivíduo. Portanto, investigou-se se uma série de atividades criadas para avaliar o domínio “Cognição” do protocolo IMTAP em relação a uma bateria formada pelos instrumentos psicológicos normalmente utilizados em avaliação cognitiva da leitura. Com base nas relações inferidas entre linguagem musical e a linguagem escrita e nos estudos sobre a intervenção musical na dislexia, explorou-se a possibilidade de que as crianças identificadas em risco de dislexia pudessem apresentar algum comprometimento no domínio “Cognição” do IMTAP, domínio que avalia o maior número de constructos similares aos itens avaliados nos instrumentos psicológicos. As expectativas do estudo, não foram confirmadas. As correlações de Pearson, embora tenham sido significativas, foram muito baixas, sugerindo que os constructos avaliados pelo IMTAP são diferentes dos construtos dos outros testes utilizados.

Reading in developmental dyslexia: the role of phonemic awareness and executive functions

Article

Full-text available

Feb 2021

This study investigated the correlations and the possible deficits in reading, phonemic awareness, and executive functions among students with developmental dyslexia. A total of 28 students participated in the study, between 9 and 11 years old, 14 with developmental dyslexia and 14 without reading difficulties. Specific instruments were used to assess reading, phonemic awareness, and executive functions. The Spearman test indicated moderate and very significant correlations between performance in tasks of phonemic awareness and reading (recognition and comprehension) and tasks that assessed cognitive functioning involving the following executive functions: cognitive flexibility, working memory, inhibitory control, and orthographic verbal fluency. No correlation was found between the reading and phonemic awareness assessments and the results of the planning done with the Tower of London instrument. The results allowed the researchers to hypothesize that an intervention planned for the development of phonemic awareness and executive functions may have an effect in improving the reading performance of dyslexics.

Cyclon Language First Grade App: Technological Platform to support the Construction of citizen and democratic culture of science, technology and innovation in children and youth groups

Article

Full-text available

Apr 2020

This article shows the construction of software applications Cyclon Language First Grade App, like a strategy in which communities of practice, learning, knowledge, innovation and transformation are generated, understood as a transversal process, where collaborative, problematizing learning is encouraged, by critical inquiry, permanent interaction, cultural negotiations and the dialogue of knowledge, typical of the pedagogical proposal of the Ondas program. It is summarized in the following aspects: "Building an identity that incorporates the recognition of science and technology as a constituent element of everyday culture both in individuals and in the communities and institutions of which they are part, involving various sectors of society: productive, social, political, state and in the various territorial areas: local, departmental and national. Development of forms of organization oriented to the appropriation of values that recognize a cultural identity around science and technology in the aspects mentioned in the previous point. This implies models of participation, social mobilization and public recognition of scientific and technological activity. On the other hand, the incorporation of the research activity in the elementary and middle school involves the development of national, departmental and local financing mechanisms; in such a way that children and young people can develop their abilities and talents in a favorable environment of both social recognition and economic conditions. Development of a methodological strategy supported by ICT that helps the Colombian population to recognize and apply both individually and collectively, science and technology through research activities designed according to the characteristics of the scientific method. "The appropriation of ICTs as a constitutive part of the citizen and democratic culture of the CT + I 2 and the construction of virtual reality as central to the process of knowledge democratization.

Cyclon Language First Grade App: Technological Platform to Support the Construction of Citizen and Democratic Culture of Science, Technology and Innovation in Children and Youth Groups

Chapter

Full-text available

Apr 2020
Lect Notes Comput Sci

This article shows the construction of software applications Cyclon Language First Grade App, like a strategy in which communities of practice, learning, knowledge, innovation and transformation are generated, understood as a transversal process, where collaborative, problematizing learning is encouraged, by critical inquiry, permanent interaction, cultural negotiations and the dialogue of knowledge, typical of the pedagogical proposal of the Ondas program. It is summarized in the following aspects: “Building an identity that incorporates the recognition of science and technology as a constituent element of everyday culture both in individuals and in the communities and institutions of which they are part, involving various sectors of society: productive, social, political, state and in the various territorial areas: local, departmental and national. Development of forms of organization oriented to the appropriation of values that recognize a cultural identity around science and technology in the aspects mentioned in the previous point. This implies models of participation, social mobilization and public recognition of scientific and technological activity. On the other hand, the incorporation of the research activity in the elementary and middle school involves the development of national, departmental and local financing mechanisms; in such a way that children and young people can develop their abilities and talents in a favorable environment of both social recognition and economic conditions. Development of a methodological strategy supported by ICT that helps the Colombian population to recognize and apply both individually and collectively, science and technology through research activities designed according to the characteristics of the scientific method. “The appropriation of ICTs as a constitutive part of the citizen and democratic culture of the CT + I and the construction of virtual reality as central to the process of knowledge democratization.

The influence of age, schooling, literacy, and socioeconomic status on serial-order memory

Article

Full-text available

Dec 2020

We aimed at investigating whether formal schooling and literacy favor progress in verbal serial-order short-term memory (STM). In Experiment 1, we presented children varying on age, school level, and socioeconomic background with a serial-order reconstruction task and observed differences related to both age and school level. Two subsequent experiments aimed at separating schooling- and literacy-related effects from age-related ones. In Experiment 2 we compared, on the one hand, performance of children of similar age but different school levels and, on the other hand, performance of children of same school level but different ages. We observed a schooling effect but no age effect on serial-order reconstruction: the youngest first-graders outperformed age-matched kindergartners but performed similarly as older first-graders of the same literacy level. Furthermore, children’s literacy abilities were strongly correlated to their serial-order reconstruction performance, even after controlling for the effects of non-verbal reasoning and vocabulary. In Experiment 3 we examined low socio-economic background adults presenting varying (correlated) levels of schooling and literacy: some had attended school in childhood for only a few years and were either illiterate or very poor readers, whereas others had attended school for at least 12 years. In addition to serial-order memory, item STM was assessed by a delayed single nonword repetition task. The groups differed on both STM tasks, which both correlated with their literacy abilities. Thus, literacy and schooling do not impact only order memory, but more generally verbal STM. Moreover, comparison between the adults’ and children’s data strongly suggests that it is schooling and/or literacy rather than age per se that matters for serial-order memory.

Prevalência de dificuldades visuoperceptuais em crianças do 3º e 4º ano de escolas municipais

Poster

Sep 2018

Distúrbios Visuais, como a Síndrome de Irlen e o Estresse Visual, são dificuldades visuoperceptivas durante tarefas de leitura. São decorrentes de um déficit na via Magnocelular e/ou no córtex visual primário. A Síndrome de Irlen é caracterizada como uma sensibilidade do sistema visual a certos comprimentos de onda espectrais, que podem provocar distorções no processamento pós-retiniano, comprometendo não só a habilidade de leitura e escrita, como a qualidade de vida dos indivíduos. De 40 a 88% (≈ 63%) das crianças da população geral relataram melhora no conforto visual com o uso de lâminas espectrais (Jeanes et al., 1997; Scott et al., 2002; Wilkins & Lewis, 1999; Wilkins et al., 2001), índice que aumenta para 71 a 100% (≈ 87%) em crianças com dificuldade de leitura (Kriss & Evans, 2005; Northway, 2003; Tyrrell et al., 1995). Foram utilizadas duas metodologias distintas para triar a prevalência de Distúrbios Visuais em crianças com dificuldade de leitura. Foi utilizada a metodologia criada por Helen Irlen (1987) para investigar a Síndrome de Irlen. Já metodologia criada por Wilkins et al. (1996), adaptado por Vilhena et al. (2016), foi utilizada para avaliar a prevalência do Estresse Visual na leitura. MÉTODO PARTICIPANTES N = 58; idade = 7 a 10 anos; média = 8.6 anos; 38% meninos Foram incluídas 58 crianças, do 3º (67%) e do 4º (33%) ano do ensino fundamental, todas com dificuldade de leitura, sem problemas refrativos (ver Figura 1). Local: quatro escolas municipais (3 urbanas e 1 rural), Alfenas, Minas Gerais. Estudo aprovado pela Secretaria Municipal de Educação de Alfenas e pelo Comitê de Ética em Pesquisa com Humanos da Universidade Federal de Alfenas (CEP). INSTRUMENTOS Metodologia Irlen – Irlen Reading Perceptual Scale (IRPS): Seção 1: Questões sobre dificuldade e desconforto na leitura. Seção 2: Provas de estresse visual (Figura 2), com o objetivo de levar as distorções visuais. Foram utilizadas as provas Caixa A, Caixa B e Abóbora; prova das linhas musicais, alcance de reconhecimento e Tarefas Visuais. Seção 3: Seleção da lâmina espectral que mais oferece conforto visual. Seção 4: Provas de distorções visuais. Metodologia Wilkins – Teste de Taxa de Leitura (RRT, Português): cinco distintas listas (1 treino, 4 testes) compostas por 15 palavras de alta frequência de ocorrência repetidas em 10 linhas (ver Figura 3). Possui fonte reduzida e espaçamento simples. Cada lista é lida em voz alta por 1 minuto. A 1ª lista é sobreposta com a lâmina espectral ideal, seguida pela 2ª e 3ª listas sem a lâmina, e a 4ª lista com a lâmina novamente (design ABBA para controlar o efeito da prática). Os resultados são dados em número de palavras lidas por minuto e porcentagem de ganho na taxa de leitura com overlay (Vilhena et al., 2017). RESULTADOS O IRPS foi utilizado como parâmetro para determinar a prevalência da Síndrome de Irlen. De acordo com os Critérios 1 e 2, apenas 11-12% das crianças com dificuldade de leitura não relataram dificuldades visuais. Esse valor é de duas a três vezes menor do que estudos com amostras populacionais (Bernal & Tosta, 2015; Garcia et al., 2017). Com apenas o uso do Critério 1, 37% das crianças relataram sintomas leves, 16% moderados e 37% severos. Considera-se que o uso isolado dos questionários do IRPS (Critério 1) é menos completo do que a aplicação de todas as suas quatro seções (Critério 2). A avaliação completa (Critério 2) houve um aumento de casos de sintomas moderados (41%) e redução de SI severa (31%). O ganho na taxa de leitura com o uso da lâmina espectral é um indicativo da Síndrome de Irlen. Garcia, Santos e Vilhena (2017) recomendam que, se o RRT for usado isoladamente na avaliação de crianças, o critério de um aumento de ≥15% na taxa de leitura deve ser utilizado, pois representa uma melhoria além do intervalo de variabilidade intraindividual. Dessa forma, de acordo com o Critério 3, a prevalência da SI foi de 17%. CONCLUSÃO A prevalência da Síndrome de Irlen variou dependendo do instrumento utilizado e do critério de corte utilizado. A prevalência é de 37% no Critério 1, de 31% Critério 2, e de 17% no Critério 3. Foi considerado o maior grau de severidade de cada Critério, uma vez que um desconforto visual severo pode levar a dificuldades funcionais e acadêmicas.

Leitura de Estudantes com Dislexia do Desenvolvimento: Impactos de uma Intervenção com Método Fônico Associado à Estimulação de Funções Executivas

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Mar 2019

RESUMO: O objetivo deste estudo foi verificar o impacto de uma intervenção envolvendo o método fônico associado à estimulação de FE no desempenho de sete estudantes com dislexia com idade média de 10,7 anos (grupo experimental - GE), em tarefas de funções executivas (FE), consciência fonêmica e leitura. O desempenho do GE foi comparado com três grupos de controle: de disléxicos (GCD) da mesma faixa etária do GE; por idade (GCI) composto por 7 meninos da mesma faixa etária que o GE, e outro grupo de leitores hábeis, porém mais jovens (GCL) com quatro participantes. O GE recebeu a intervenção em 28 sessões. Os quatro grupos foram avaliados em consciência fonêmica, leitura, compreensão e FE antes e após a intervenção recebida pelo GE. Como resultado, o GE apresentou desempenho significativamente maior que o GCD na leitura de palavras isoladas (frequentes, não-frequentes e pseudopalavras). Em compreensão leitora, os dois grupos de disléxicos progrediram em seu desempenho, porém não significativamente. A intervenção não afetou o desempenho das FE de flexibilidade cognitiva e memória de trabalho. O GE melhorou em fluência verbal ortográfica e controle inibitório medido pelo Go/No Go. O desempenho dos GCI e GCL não tiveram mudança significativa em consciência fonêmica, leitura de palavras, compreensão de sentenças e textos, e na maioria das FE. Esses resultados permitem concluir que a participação dos disléxicos em uma intervenção focalizando o desenvolvimento da consciência fonêmica, da leitura e das funções executivas foi eficiente para promover seu desempenho em leitura, notadamente a leitura de palavras isoladas.

Livro de publicações do 6º Congresso Brasileiro de Neurovisão

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Sep 2018

SUMÁRIO PROGRAMAÇÃO 7 PALESTRANTES 9 Prof. Ms. Ana Isabel Arroyave Guzmán 10 Prof.ª Dr.ª Cláudia de Almeida Ferreira Diniz 10 Prof.ª Ms. Daniela Maggioni Leão 11 Prof. Ms. Douglas de Araújo Vilhena 11 Dr.ª Erika Yumi Tomioka 12 Fabiana Guedes Barcelos Silveira Leite 12 Dr.ª Fernanda Amaral Soares Bicalho Martins 13 Prof. Dr. Jerome Baron 13 Dr.ª Juliana Guimarães 14 Prof.ª Dr.ª Márcia Reis Guimarães 14 Prof. Dr. Marco Tulio de Mello 15 Dr.ª Melissa C. Ferreira de Oliveira 15 Prof. Dr. Ricardo Queiroz Guimarães 16 Prof. Ms. Thiago Santiago 16 Prof.ª Dr.ª Valéria Prata Lopes 17 PRÊMIO DORA VENTURA DE MELHORES TRABALHOS 18 Equilíbrio corporal de indivíduos com Síndrome de Irlen na postura ortostática 20 Spectral overlays improve eye movement functions in illiterate children: reading numbers evaluation 23 TRABALHOS 28 Deficiência visual cortical: considerações clínicas 29 Deficiência visual cortical: considerações clínicas [pôster] 30 Discriminadores visuais e a atenção 31 Efeitos neurofisiológicos na percepção das cores: uma abordagem psicofuncional [pôster] 34 Eficácia das overlays na síndrome de irlen: revisão de literatura 35 Influência da vibração de corpo inteiro na atividade de leitura: revisão de literatura 41 Níveis elevados do fator neurotrófico derivado do cérebro na retina de ratos após Privação materna de longa duração durante a primeira semana de vida: um estudo preliminar 48 O rendimento acadêmico do adulto precisa ser avaliado sob novo olhar 54 Organização de datasets e comparativos entre testes para estudo do Visual Stress e dislexia 55 Prevalência da Síndrome de Irlen em crianças do 3º e 4º ano de escolas municipais 56 Prevalência de estresse visual em universitários: estudo preliminar [pôster] 59 Pseudotumor cerebral e disco óptico inclinado: relato de caso 60 Pseudotumor cerebral e disco óptico inclinado: relato de caso [pôster] 61 Questionários sobre qualidade de vida relacionada a visão: revisão integrativa 62 Uso de atropina para tratamento da miopia 63

Funções executivas e leitura em crianças brasileiras com dislexia do desenvolvimento

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Aug 2018

Este trabalho busca entender como se processa a leitura de crianças com dislexia e como as funções executivas estão implicadas neste transtorno de aprendizagem, com o objetivo de contribuir para o desenvolvimento de metodologias de trabalho que se concentrem na remediação dos déficits subjacentes ao processo da leitura. Será apresentado o resultado da primeira etapa do estudo do qual participaram 20 alunos de escolas públicas da cidade de Curitiba-Brasil, sendo: 10 participantes com idade entre 9 e 9 anos e 11 meses, com diagnóstico de dislexia; e 10 participantes sem dificuldade de aprendizagem com a mesma faixa etária das crianças com dislexia. Os participantes foram avaliados em leitura e funções executivas. Para avaliação da leitura, aplicados o TDE e o TELCS, e, para avaliação das funções executivas, foram utilizados: Teste de Trilhas A e B; Dígitos; Span de pseudopalavras; Tarefas de memória de trabalho; Tarefa Go/No Go; Teste de Fluência Verbal; e Torre de Londres. Os resultados corroboram os de outros estudos, mostrando que as crianças com dislexia apresentam déficit na memória de trabalho. Além disso, no componente inibitório, as crianças com dislexia apresentaram um maior número de erros do que as demais crianças, assim como despenderam um tempo maior para a execução das tarefas em comparação ao grupo controle. A partir destes resultados, é possível constatar os déficits apresentados pelos participantes com dislexia, o que possibilitou a elaboração de um programa voltado ao desenvolvimento das funções executivas, que será aplicado da segunda etapa deste estudo.

PROLEC-T – Prova de Compreensão de Texto: Análise de suas Características Psicométricas

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Sep 2017

The Text Comprehension task (PROLEC-T) of the PROLEC Battery of Evaluation of Reading Processes, widely used in Brazil, has a limited sample and only descriptive analyses. PURPOSE: verify the internal structure (via the Item Response Theory) and external (concurrent) validity indices of the test. METHODS: study of 457 student's responses (49.7% boys), from 2nd to 5th year randomly selected in 77 classrooms in eight state schools, to the PROLEC-T and three reading tests. RESULTS: PROLEC-T has a low level of difficulty and low variability of scores, indicating unsatisfactory internal validity. It also shows limitations on the concurrent validity, since the correlations were weak between its scores and the school year, age of the child and his or her final grades in Portuguese, in spite of being moderate with reading measures. CONCLUSION: The test seems to be only suitable for an informal assessment of children with reading difficulties. However, if reformulated, it is suggested to replace the current texts for unpublished stories, increasing order of difficulty, and questions with only inferential questions.

Screening reading abilities: A comparison between engineering, education, health and psychology in Portuguese college students

Article

Jan 2017

A recent study indicated alarmingly low results in reading competencies of Portuguese engineering students. This paper intends to evaluate if this tendency is restricted to engineering studies or if it is also present in other scientific domains. To this end, two studies were conducted using a reading screening test. In the first study, 168 students from Engineering, Health, Psychology and Education participated in an unconstrained time administration of the test. In the second study, the same test was administered in a time constrained mode to 153 students from the same scientific areas. It is concluded that the low results obtained for engineering students are also detected in other scientific domains. A comparison between Engineering and other domains students show slight differences, although not reaching statistical significance. These results emphasize the importance for screening tests able to quickly and economically assess college student's reading ability. This study proposes a low cost, low time consuming tool for evaluation of reading competences, along with normative results for Portuguese speaking college population.

Revised version of the Scale of Evaluation of Reading Competence by the Teacher: final validation and standardization [Versión revisada de la Escala de Evaluación de la Competencia de Lectura por el Profesor: validación final y estandarización]

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Dec 2016

The original version of the EACOL, a tool for teachers to assess silent and aloud reading of Brazilian 2nd-to-5th-graders, was revised and the resulting instrument was validated and normalized. Method: 72 teachers were asked to answer the revised EACOL and a behavioral questionnaire; 452 pupils performed a test battery composed by seven reading tasks and one general cognitive ability measure. Results: The revised EACOL presented high reliability and moderate-to-strong correlations with all reading variables; cluster analysis suggested three proficiency groups (poor/not-so-good/good readers). Conclusion: in agreement with previous studies, teachers, when provided with sound criteria, can come to reliable evaluations of their students' reading ability. Thus, an improved instrument, with evidence of reliability as well as content, internal and external validity, is offered to allow an indirect assessment of the reading ability of schoolchildren. This instrument can easily be adapted to other Portuguese-speaking countries.

The 1-min Screening Test for Reading Problems in College Students: Psychometric Properties of the 1-min TIL: Psychometric Properties of the 1-min TIL

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Jan 2017

Reading is a central cognitive domain, but little research has been devoted to standardized tests for adults. We, thus, examined the psychometric properties of the 1-min version of Teste de Idade de Leitura (Reading Age Test; 1-min TIL), the Portuguese version of Lobrot L3 test, in three experiments with college students: typical readers in Experiment 1A and B, dyslexic readers and chronological age controls in Experiment 2. In Experiment 1A, test-retest reliability and convergent validity were evaluated in 185 students. Reliability was >.70, and phonological decoding underpinned 1-min TIL. In Experiment 1B, internal consistency was assessed by presenting two 45-s versions of the test to 19 students, and performance in these versions was significantly associated (r = .78). In Experiment 2, construct validity, criterion validity and clinical utility of 1-min TIL were investigated. A multiple regression analysis corroborated construct validity; both phonological decoding and listening comprehension were reliable predictors of 1-min TIL scores. Logistic regression and receiver operating characteristics analyses revealed the high accuracy of this test in distinguishing dyslexic from typical readers. Therefore, the 1-min TIL, which assesses reading comprehension and potential reading difficulties in college students, has the necessary psychometric properties to become a useful screening instrument in neuropsychological assessment and research. Copyright © 2017 John Wiley & Sons, Ltd.

Compreensão da leitura textual e sua relação com as funções executivas

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Dec 2016

Reading is a complex task that involves diverse processes such as the identification of letters, recognition of words, access to meanings, and syntactic and semantic integration. Even though the identification/recognition of words is necessary to understand a text, it is not sufficient. This paper focuses on the relationship between textual understanding and executive functions. Some of the main models and instruments used to assess textual reading understanding are briefly approached. Afterwards, the concept, components and main instruments to assess executive functions are presented. Finally, a reflective synthesis of recent studies investigating the relationship between executive functions and textual understanding is presented. These relationships have been reported in Brazilian and international studies as well as the positive effects of programs promoting the development of executive functions beginning in child education, which also later can contribute to support reading comprehension.

Validade de Conteúdo e Fidedignidade do Teste de Taxa de Leitura

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Jan 2023

Fidedignidade, validade interna e normatização dos testes de reconhecimento de palavras e de pseudopalavras

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Aug 2022

A presente pesquisa objetivou prover as fontes de evidências psicométricas para o ‘Teste de Reconhecimento de Palavras’ e o ‘Teste de Reconhecimento de Pseudopalavras’ no que concerne a: (a) fidedignidade; (b) validade da estrutura interna; e (c) normatização. Participaram 598 alunos, 52% do sexo masculino, do 2º ao 5º ano do Ensino Fundamental, de 7 a 11 anos, estratificados em 102 salas de aula de oito escolas estaduais. Os escores de ambos os instrumentos são dados em Acurácia (porcentagens de palavras lidas corretamente) e Taxa de Acurácia (número de palavras lidas corretamente por minuto). Como evidência de fidedignidade, houve consistência interna alta e equivalência entre as duas metades e as formas paralelas. Validade da Estrutura Interna foiverificada com o efeito de escolaridade, com a variável Taxa de Acurácia apresentado melhores índices psicométricos do que a Acurácia, com curva de distribuição normal e sem sobreposição dos Intervalos de Confiança entre os anos escolares. Concluiu-se queo Teste de Reconhecimento de Palavras e o Teste de Reconhecimento de Pseudopalavras demonstraram evidências psicométricas satisfatórias de fidedignidade e validade interna, o que sustenta o estabelecimento de normas padronizadas para o 2º ao 5º ano escolar.

Words and pseudowords recognition test: content and external validity

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Mar 2022

Resumo: O estudo objetiva prover o referencial teórico e as fontes de evidências psicométricas de validade de conteúdo e validade externa para o Teste de Reconhecimento de Palavras (TRP) e o Teste de Reconhecimento de Pseudopalavras (TRPp). Participaram 598 alunos, 52% do sexo masculino, do 2º ao 5º ano do Ensino Fundamental, de 7 a 11 anos, estratificados em 102 salas de aula de oito escolas estaduais. O TRP foi gerado a partir de um banco palavras, analisado via Teoria de Resposta ao Item que, por sua vez, considerou a Acurácia e o Tempo de Reação, com índices de discriminação médio a alto e três níveis de dificuldade (baixa, média e alta). As palavras foram equilibradas com as variáveis psicolinguísticas de: frequência de ocorrência (Alta vs. Baixa), regularidade grafema–fonema (Semi-regulares vs. Irregulares) e extensão (Curto vs. Longo). As pseudopalavras possuem a mesma estrutura ortográfica e número de letras da palavra de referência. Os escores de ambos os instrumentos são dados em Acurácia (porcentagens de palavras lidas corretamente) e Taxa de Acurácia (número de palavras lidas corretamente por minuto). A validade de conteúdo foi fortalecida com as transcrições fonêmicas dos estímulos e com os efeitos de lexicalidade (Palavras vs. Pseudopalavras), frequência, regularidade e extensão significantes. A validade externa convergente, discriminante e de critério foi verificada. Concluiu-se que o TRP e o TRPp demonstraram evidências psicométricas de validade de conteúdo e validade externa satisfatórias. Palavras-chave: Avaliação educacional; Deficiências da aprendizagem; Dislexia; Estudo de validação; Psicometria.

How reading comprehension evolves in elementary school students

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Dec 2019

Studies based on Cognitive Psychology contribute to the understanding of the cognitive and the linguistic processes involved in reading learning. English language researches on reading comprehension are numerous, however we still have little evidence on this issue in more transparent languages, such as Brazilian Portuguese. The goal of this research was to verify how reading comprehension evolves in a group of 2nd, 3rd and 4th grades students from an elementary private school located in the city of Santo André, in the state of São Paulo. 98 students from 7 to 9 years old took part of this study. Words, sentences and texts comprehension measurement instruments were used. It was used average, standard deviation, T-student, ANOVA and Tukey. The results showed the students' development from 2nd to 4th grade on sentences comprehension, while text comprehension evolves from 2nd to 3rd grade, but not from 3rd to 4th. Girls understand text better than boys in 2nd and 3rd grades, but not in 4th grade. Further researches are recommended.

Avaliação neuropsicológica para crianças e adolescentes: diagnósticos e condutas: relato sobre seu primeiro ano de funcionamento em uma clínica-escola da Universidade Federal de Mato Grosso, Campus de Rondonópolis

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Apr 2017

Rauni Jandé Roama Alves

O presente capítulo tem como objetivo apresentar o relato do primeiro ano de funcionamento de um serviço de avaliação neuropsicológica, para crianças e adolescentes, desenvolvido na clínica-escola do curso de Psicologia da Universidade Federal de Mato Grosso de Rondonópolis. O projeto, batizado como “Neuropsi-i”, caracteriza-se como uma extensão universitária. Busca proporcionar aos alunos do curso de Psicologia formação nessa área, tanto em aspectos teóricos como práticos. Seu primeiro ano de funcionamento, de julho de 2016 a junho de 2017, pôde ser dividido em dois momentos: (a) primeiros seis meses: organização estrutural (dos instrumentos, preparo das salas etc.) e preparo dos alunos para os atendimentos; (b) nos meses subsequentes: atendimentos propriamente ditos. Foram avaliadas seis crianças e adolescentes, que apresentavam queixas de dificuldades de aprendizagem, comportamentais e emocionais. Os diagnósticos encontrados foram: três casos sem Transtornos do Neurodesenvolvimento; um com hipótese diagnóstica para TDAH; um com Deficiência Intelectual; um com Transtorno do Espectro Autista. Nesse período, aspectos importantes sobre os processos avaliativos foram observados, bem como o impacto do trabalho multiprofissional. Atualmente, o projeto encontra-se em andamento e com propostas de melhorias sendo estabelecidas. Além disso, possui interação com projeto de pesquisa que visa buscar evidências de validade para um instrumento de triagem denominado “Teste para Identificação de Sinais de Dislexia”.

GUIA DE BOAS PRÁTICAS: do diagnóstico à intervenção de pessoas com transtornos específicos de aprendizagem

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Oct 2017

Centro de Investigação da Atenção e Aprendizagem: abordagem interdisciplinar nos transtornos de aprendizagem

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Oct 2017

Ricardo Franco de Lima

Ventajas del diagnóstico etiológico de la dislexia evolutiva: Informe automatizado a partir de la batería DIS-ESP

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Oct 2012

Se presenta un modelo diagnóstico basado en la teoría fonológica sobre la dislexia evolutiva (Snowling, 2000). El instrumento básico de pruebas es la batería DIS-ESP (Carrillo, Alegría y Luque, en prensa) que permite estructurar la exploración en tres fases: detección de la dificultad, exploración de los mecanismos lectores afectados, exploración de la fonología. El protocolo incluye los siguientes elementos: a) comparación con grupos control edad y control nivel lector, lo que permite estimar la severidad de los déficits detectados; b) estudios de subtipos según diversos criterios (Castles & Colheart, 1993; Lovett, 1984; Bowers & Wolf, 1994); y, c) diversos estudios (efectos psicolingüísticos de longitud y lexicalidad; niveles de conciencia fonológica). El resultado se estructura en un informe automatizado con secciones de síntesis, informe detallado y una guía diagnóstica. Todo con el objetivo de facilitar el trabajo de los equipos de orientación y el diagnóstico clínico. La principal ventaja de este modelo y su correspondiente modelo de informe es que permiten establecer pronósticos fiables y diagnóstico diferencial entre retraso lector y dislexia evolutiva.

Exploración de habilidades fonológicas en escolares disléxicos: Teoría y práctica

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Dec 2009

During the last decades it has been established that different aspects of phonological processing are strongly involved in the acquisition of basic reading mechanisms, and for this reason at explaining developmental dyslexia. Theoretical models (the phonological deficit hypothesis) as well as programs of rehabilitation emphasize the necessity to thoroughly explore phonological abilities of dyslexics in order to establish precise diagnosis and adopt adequate treatments. In the present empiric study several tasks aimed at exploring different phonological abilities were administered to two groups of primary school children, one showing a specific delay in reading acquisition (N = 71) and the other presenting a normally developing pattern (N = 80). The results show that dyslexics are poorer in all of the phonological tasks examined. The discussion tries to establish relationships between the different phonological tasks among them and with the global level or reading and spelling reached by the participants and suggests means for an educational treatment of reading troubles.

EACOL (Scale of Evaluation of Reading Competence by the Teacher): Evidence of concurrent and discriminant validity

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Oct 2012

The study aimed to provide information about the concurrent and discriminant validation of the Scale of Evaluation of Reading Competence by the Teacher (EACOL), which is composed of 27 dichotomous items concerning reading aloud (17 items) and reading silently (10 items). Three samples were used in this validation study. The first was composed of 335 students with an average age of 9.75 years (SD = 1.2) from Belo Horizonte (Minas Gerais State), Brazil, where the full spectrum of reading ability was assessed. The second two samples were from São Paulo city (São Paulo State), Brazil, where only children with reading difficulties were recruited. The first São Paulo sample was labeled "SP-screening" and had n = 617, with a mean age of 9.8 years (SD = 1.0), and the other sample was labeled "SP-trial" and had n = 235, with a mean age of 9.15 years (SD = 0.05). Results were obtained from a latent class analysis LCA, in which two latent groups were obtained as solutions, and were correlated with direct reading measures. Also, students' scores on the Wechsler Intelligence Scale and on the Strengths and Difficulties Questionnaire tested the discriminant validation. Latent groups of readers underlying the EACOL predicted all direct reading measures, while the same latent groups showed no association with behavior and intelligence assessments, giving concurrent and discriminant validity to EACOL, respectively. EACOL is a reliable screening tool which can be used by a wide range of professionals for assessing reading skills.

Guidelines for translating and adapting psychological instruments

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Jun 2009

Einar Gudmundsson

Translated but unstandardised psychological instruments are widely used in non-English speaking countries. For many of these instruments meagre information is available on the method of translation, extent of adaptations, reliability, validity and other psychometric properties. This lack of information has unforeseen consequences for test-takers and decision making in clinical and other applied settings. In this paper it is argued that there is a need for guidelines outlining the minimum requirements to justify professional and ethical use of unstandardised psychological instruments. Eight criteria are suggested and all of these should be met in order to justify the use of unstandardised instruments in applied settings. Finally, it is emphasised that the use of unstandardised instruments should be viewed as temporary and tentative; the final aim of all translations and adaptations of psychological instruments that are to be used in a clinical or other applied context should be proper standardisation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Socio‐economic differences in foundation‐level literacy

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May 2000
BRIT J PSYCHOL

The foundation literacy skills of children from differing socio-economic backgrounds were investigated in a cross-sectional study. The children were aged between 4 and 8 years and attended Nursery or Primary 1, 2 or 3 classes. Low socio-economic status (SES) was associated with impairments for chronological age in letter knowledge as well as in both logographic and alphabetic foundation components. There was also an effect on metaphonological skill. However, once the SES groups were equated for reading age, high and low SES performance was indistinguishable. The results suggest that delayed acquisition of foundation literacy skills is traceable to a delay in acquiring letter-sound knowledge. Implications for intervention are discussed in the context of the foundation literacy framework.

Acquisition of number agreement: Effects of processing demands

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Mar 2009

Marie Van Reybroeck

This study aimed to assess the extent to which the acquisition of number agreement in written French is influenced by the cognitive cost of processing demands associated with (a) the handwriting activity itself, (b) the lexical spelling complexity of the words and (c) the complexity of the sentences to be written. Children from grades 5 and 6 were asked to write dictated sentences in various conditions: they were either asked to write whole sentences, or to write only a word (noun, adjective or verb) within a sentence, or to only complete the endings of words within a sentence. Results showed that children are sensitive to these three factors: (1) children correctly marked more agreements when they were required to complete the endings of words than when they were required to write whole words; (2) children correctly marked more agreements for simple nouns, adjectives and verbs than for complex ones; (3) children were more successful at agreeing the verb when the sentence structure was simple than when it was complex. More precisely, low-level spelling children were more sensitive to these three factors than high-level spelling children. The study shows that the way children made nouns, verbs or adjectives agreements depends on the cost of simultaneous processing demands such as the handwriting activity, the lexical spelling complexity of the words or the sentence complexity.

O efeito da escola no desempenho cognitivo de seus alunos

Article

Full-text available

Jul 2016

José Francisco Soares

Entre las diversas funciones atribuídas a la escuela, este artículo enfatiza su importancia en la enseñanza y aprendizaje de los contenidos cognitivos. En nuestra actualidad, n o sólo las expectativas de los padres de familia son más altas, sino que para la sociedad brasileña es importante conocer cuáles son los factores que impiden que los alumnos de educación básica obtengan los aprendizajes esperados. En este artículo se presentan y analizan los factores asociados al desempeño cognitivo de los alumnos en tres grandes categorías: los asociados a la estructura escolar, los asociados a la familia y los relacionados al propio alumno. Derivado de este análisis y de la revisión de la literatura, se propone un modelo conceptual. Al utilizar datos empíricos recientes, se comprueba que la capacidad explicativa de esos factores a nivel internacional es también valida para la realidad brasileña.

Assessing Reading Abilities of Mechanical Engineering College Students: A Prospecting Study

Article

Jan 2014
Int J Eng Educ

Reading is a basic competence that students have to master to be successful. Despite this fact, recent studies show that there may be a significant decline in the reading abilities of college students, one of the most educated segments of any population. This work is a prospecting study regarding the assessment of reading abilities of college students, namely in the context of Engineering education. Based on an existing screening test for assessing reading difficulties of children and teenagers, this work presents the results obtained by administrating that test to students at a top engineering institution in Portugal. An outcome of this study is the determination of a time range suitable for a massive, time limited, use of the previously mentioned test to assess college students, thus enabling a basic tool that will permit, in future works, to screen reading abilities in wider college populations. This work also shows evidence that ca. 20% of college students present a poor reading performance, revealing a strong need for monitoring college students' reading abilities along different generations.

Evaluation des habiletés de lecture et d'orthographe au moyen de BELEC: Données longitudinales auprès d'enfants francophones testés en 2e et 4e années

Article

Jan 1999
EUR REV APPL PSYCHOL

The Strengths and Difficulties Questionnaire: A Research Note

Article

Aug 1997

Robert Goodman

A novel behavioural screening questionnaire, the Strengths and Difficulties Questionnaire (SDQ), was administered along with Rutter questionnaires to parents and teachers of 403 children drawn from dental and psychiatric clinics. Scores derived from the SDQ and Rutter questionnaires were highly correlated; parent-teacher correlations for the two sets of measures were comparable or favoured the SDQ. The two sets of measures did not differ in their ability to discriminate between psychiatric and dental clinic attenders. These preliminary findings suggest that the SDQ functions as well as the Rutter questionnaires while offering the following additional advantages: a focus on strengths as well as difficulties; better coverage of inattention, peer relationships, and prosocial behaviour; a shorter format; and a single form suitable for both parents and teachers, perhaps thereby increasing parent-teacher correlations.

Test de Eficiencia Lectora-TECLE

Jan 2009

M S Carrillo
J Marín

Carrillo, M.S., & Marín, J. (2009). Test de Eficiencia Lectora-TECLE. In A. Cuadro, D. Costa, D. Trias & P.

Reading skills in young adults: Psychometric properties of a screening test of reading in Portuguese college students

T Fernandes
S Araújo
A Sucena
A Reis
S L Castro

Fernandes, T., Araújo, S., Sucena, A., Reis, A., & Castro, S.L. (2014). Reading skills in young adults: Psychometric properties of a screening test of reading in Portuguese college students. Manuscript submitted for publication.

International Test Commission Guidelines for Translating and Adapting Tests. Final version

May 2005
29-45

E Gudmundsson

Gudmundsson, E. (2009). Guidelines for translating and adapting psychological instruments. Nordic Psychology, 61(2), 29-45. International Test Commission (2005). International Test Commission Guidelines for Translating and Adapting Tests. Final version. Retrieved May 20, 2013, from http://www.intestcom.org/upload/ sitefiles/40.pdf [4 February 2013].

INAF Brasil Indicador de Alfabetismo Funcional. Principais resultados

Dec 2011

Paulo Instituto
Montenegro

Instituto Paulo Montenegro (2011). INAF Brasil 2011, Indicador de Alfabetismo Funcional. Principais resultados. Retrieved 17 November 2014 http://www.ipm.org.br [10 March 2014].

Batterie pour mesurer la lecture et l'orthographe, ORLEC. Beaumont/Oise: Bureau d'études et de recherches

Jan 1967

M Lobrot

Lobrot, M. (1967). Batterie pour mesurer la lecture et l'orthographe, ORLEC. Beaumont/Oise: Bureau d'études et de recherches.

Lire avec épreuves pour évaluer la capacité de lecture (D-OR-LEC)

Jan 1980

M Lobrot

Lobrot, M. (1980). Lire avec épreuves pour évaluer la capacité de lecture (D-OR-LEC). Paris: Editions ESF.

Processos cognitivos na leitura de palavras em crianças: relações com compreensão e tempo de leitura [Cognitive processes involved in children's word reading: Relations with reading comprehension and reading time]

Jan 2002
321

Salles J. F. d

Salles, J. F. d., & Parente, M. A. d. M. P. (2002). Processos cognitivos na leitura de palavras em crianças: relações com compreensão e tempo de leitura [Cognitive processes involved in children's word reading: Relations with reading comprehension and reading time]. Psicologia: Reflexão e Crítica, 15, 321-331.

Instituto Paulo Montenegro/IBOPE, Fund. Cesgranrio, Inep. Retrieved 17

Dec 2013

Educação Todos

Todos pela Educação (2013). Instituto Paulo Montenegro/IBOPE, Fund. Cesgranrio, Inep. Retrieved 17 November 2014 http://www.todospelaeducacao.org.br [10 March 2014].

Validation and standardization of the Brazilian reading test-Sentence comprehension

D A Vilhena

Vilhena, D. A., & Pinheiro, A. M. V. (2015). Validation and standardization of the Brazilian reading test -Sentence comprehension. Manuscript submitted for publication.

Matrizes Progressivas Coloridas de Raven: Escala Especial

Jan 1999

A L Angelini
I C B Alves
E M Custódio
W F Duarte
J L M Duarte

Angelini, A. L., Alves, I. C. B., Custódio, E. M., Duarte, W. F. & Duarte, J. L. M. (1999). Matrizes Progressivas Coloridas de Raven: Escala Especial [Raven's Coloured Progressive Matrices: Special Scale].

Psycholinguistics as multidisciplinarily connected science

Jan 1996
47-52

A M V Pinheiro

Pinheiro, A. M. V. (1996). Word frequency count in written Brazilian Portuguese. In S. Contento (Ed.). Psycholinguistics as multidisciplinarily connected science. Cesena: Società Editrice Il Ponte Vecchio, 2, 47-52.

Evaluación del nivel lector: manual técnico del test de eficacia lectora (TECLE)

M.S. Carrillo
J. Marín

PROLEC: Provas de Avaliação dos Processos de Leitura (2nd ed.)

S. A. Capellini
A. M. Oliveira
F. Cuetos

Respuestas flexibles en contextos educativos diversos

J. L. Luque
M. Carrillo
J. Alegría
S. Bordoy
M. López-Zamora

Déchiffrer et coprendre: le test de closure en lecture revisité ètalonnage belge du L3 de Lobrot. Le Langage et l'Homme

Jan 2004
87-100

B Piérart
J Grégoire

Piérart, B., & Grégoire, J. (2004). Déchiffrer et coprendre: le test de closure en lecture revisité ètalonnage belge du L3 de Lobrot. Le Langage et l'Homme, 39(2), 87-100.

Aprender a Ler e Avaliar a Leitura

Jan 2010

A Sucena
S L Castro

Sucena, A. & Castro, S.L. (2010). Aprender a Ler e Avaliar a Leitura. O TIL: Teste de Idade de Leitura. 2nd Edition. Coimbra: Almedina. ISBN: 978-972-40-3919-0

Frequency of occurrence of words in textbooks exposed to Brazilian children in the early years of elementary school. Childes-Child Language Data Exchange System

A M V Pinheiro

Pinheiro, A. M. V. (2015). Frequency of occurrence of words in textbooks exposed to Brazilian children in the early years of elementary school. Childes-Child Language Data Exchange System. http://childes. talkbank.org/derived [5 February 2015].

Test Colectivo de Eficacia Lectora (TECLE) Published manuscript

Apr 1999

J Marín
M S Carrillo

Marín, J. & Carrillo, M. S. (1999). Test Colectivo de Eficacia Lectora (TECLE). Published manuscript. Departamento de Psicología Básica y Metodología. Universidad de Murcia. Test available at: www. pediatrasandalucia.org/Pdfs/TestEficienciaLectora.pdf [14 March 2013].

Prova de Leitura e de Escrita de palavras [Test of Reading and Writing words]. Final Technical Report approved by the Foundation for Research of the State of Minas Gerais

A M V Pinheiro

Pinheiro, A. M. V. (2013). Prova de Leitura e de Escrita de palavras [Test of Reading and Writing words]. Final Technical Report approved by the Foundation for Research of the State of Minas Gerais. Process number: APQ-01914-09.

São Paulo: Casa do Psicólogo

Jan 2012

S A Capellini
A M Oliveira
F Cuetos

Capellini, S. A., Oliveira, A. M. & Cuetos, F. (2012). PROLEC: Provas de Avaliação dos Processos de Leitura (2nd ed.). São Paulo: Casa do Psicólogo.

Indicador de Alfabetismo Funcional

Paulo Instituto
Montenegro

Instituto Paulo Montenegro (2011). INAF Brasil 2011, Indicador de Alfabetismo Funcional. Principais resultados. Retrieved 17 November 2014 http://www.ipm.org.br [10 March 2014].

Published manuscript. Departamento de Psicología Básica y Metodología. Universidad de Murcia. Test available at:www.pediatrasandalucia.org/Pdfs/TestEficienciaLectora.pdf

J Marín

O efeito da escola no desempenho cognitivo de seus alunos. REICE-Revista Eletrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

Jan 2004
83-104

J F Soares

Soares, J. F. (2004). O efeito da escola no desempenho cognitivo de seus alunos. REICE-Revista Eletrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 2(2), 83-104.

Déchiffrer et coprendre: le test de closure en lecture revisité ètalonnage belge du L3 de Lobrot

Jan 2004
87

Piérart B.

Instituto Paulo Montenegro/IBOPE Fund

Educação Todos Pela

Reading Test-Sentence Comprehension: An Adapted Version of Lobrot's Lecture 3 Test for Brazilian Portuguese [Teste de Leitura: Compreensão de Sentenças: Versão adaptada do Teste Lecture 3 de Lobrot para o Português Brasileiro]

Abstract

No full-text available

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