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Publication
Programa de leitura de histórias em contexto de grupo: o contributo no desempenho linguístico infantil aos 4 e 5 anos de idade
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| DM_21859 | 2.98 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A exposição de crianças à leitura de histórias infantis contribui para o desenvolvimento
das suas habilidades narrativas, constituindo um importante indicador do desempenho
escolar das mesmas (Verzolla, Isotani & Perissinoto, 2012). Existem também estudos
que referem evoluções nas competências de atenção, escuta, sequencialização,
vocabulário, organização de ideias e leitura e escrita (Reed, 1987; Speaker, Taylor &
Kamen, 2004).
A presente investigação, de caráter longitudinal, teve como objetivo principal analisar o
contributo que um programa de leitura de histórias em contexto de grupo pode ter no
desempenho linguístico de crianças entre os 4 e os 5 anos de idade, nomeadamente nos
valores de Percentagem de Consoantes Corretas, Comprimento Médio de Enunciado,
Memória Auditiva, assim como inteligibilidade da fala encadeada.
O estudo foi realizado no Hospital-Escola da Universidade Fernando Pessoa, após
parecer positivo da Comissão de Ética desta mesma instituição. A amostra foi
constituída por 14 crianças com perturbação de linguagem primária, com idades
compreendidas entre os 4 e os 5 anos, distribuídos por dois grupos de estudo, um
experimental e um de controlo. O grupo experimental usufruiu de intervenção de um
programa de leitura de contos infantis, juntamente com sessões individuais de terapia da
fala. O grupo controlo recebeu sessões de terapia da fala individual. As crianças foram
avaliadas relativamente às medidas: Percentagem de Consoantes Corretas,
Comprimento Médio de Enunciado, Memória Auditiva e Inteligibilidade.
Os resultados sugerem melhorias da Percentagem de Consoantes Corretas e do
Comprimento Médio de Enunciado, contudo não se verificou efeito da eficácia de
intervenção nestas medidas. Na memória auditiva os resultados parecem indicar um
efeito de intervenção significativo nas tarefas de palavras e ordens. Relativamente à
avaliação de inteligibilidade, constatou-se concordância elevada entre avaliadores,
contudo os resultados no grupo experimental (antes e após avaliação) mostraram-se
discutíveis. A opinião dos pais em relação à intervenção em contexto de grupo foi
avaliada como favorável/muito favorável.
The children's exposure to reading stories contributes to the development of their narrative abilities, constituting an important indicator of their educational performance (Verzolla, Isotani & Perissinoto, 2012). There are also studies that show evolutions in attention, listening, sequencing, vocabulary, organization of ideas, reading and writing skills (Reed, 1987; Speaker, Taylor & Kamen, 2004). This study analyze the contribution of a group reading program can in the linguistic performance of children between 4 and 5 years old, measured by Percentage of Consonants Correct, Mean Length Utterance, Auditory Memory, and speech intelligibility. The study was carried out at Hospital-Escola Universidade Fernando Pessoa, after a positive opinion from the Ethics Committee of this institution. The sample consisted of 14 children with primary language disorder, aged between 4 and 5 years, divided into two study groups, one experimental and one control group. The experimental group benefited from an intervention program of children's storytelling, along with individual speech therapy sessions. The control group received individual speech therapy sessions. The children were evaluated for the measures: Percentage of Percentage of Consonants Correct, Mean Length Utterance, Auditory Memory, and speech intelligibility. The results suggest improvements in the percentage of correct consonants and the Mean Length Utterance, but there was no effect of intervention effectiveness on these measures. In auditory memory the results seem to indicate a significant intervention effect on words and order’s tasks. Regarding the intelligibility evaluation, there was a high agreement between evaluators, but the results in the experimental group (before and after evaluation) were questionable. The parents' opinion regarding the intervention in a group context was evaluated as favorable / very favorable.
The children's exposure to reading stories contributes to the development of their narrative abilities, constituting an important indicator of their educational performance (Verzolla, Isotani & Perissinoto, 2012). There are also studies that show evolutions in attention, listening, sequencing, vocabulary, organization of ideas, reading and writing skills (Reed, 1987; Speaker, Taylor & Kamen, 2004). This study analyze the contribution of a group reading program can in the linguistic performance of children between 4 and 5 years old, measured by Percentage of Consonants Correct, Mean Length Utterance, Auditory Memory, and speech intelligibility. The study was carried out at Hospital-Escola Universidade Fernando Pessoa, after a positive opinion from the Ethics Committee of this institution. The sample consisted of 14 children with primary language disorder, aged between 4 and 5 years, divided into two study groups, one experimental and one control group. The experimental group benefited from an intervention program of children's storytelling, along with individual speech therapy sessions. The control group received individual speech therapy sessions. The children were evaluated for the measures: Percentage of Percentage of Consonants Correct, Mean Length Utterance, Auditory Memory, and speech intelligibility. The results suggest improvements in the percentage of correct consonants and the Mean Length Utterance, but there was no effect of intervention effectiveness on these measures. In auditory memory the results seem to indicate a significant intervention effect on words and order’s tasks. Regarding the intelligibility evaluation, there was a high agreement between evaluators, but the results in the experimental group (before and after evaluation) were questionable. The parents' opinion regarding the intervention in a group context was evaluated as favorable / very favorable.
Description
Keywords
Leitura de histórias infantis Percentagem de consoantes corretas Comprimento médio de enunciado Memória auditiva Inteligibilidade Storytelling Percentage of percentage of consonants correct Mean length utterance Auditory memory Speech intelligibility