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OpiniĆ£o dos professores sobre as dificuldades de aprendizagem no processo da leitura e da escrita no segundo e terceiro ano do ensino fundamental: a dislexia em idade escolar
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|---|---|---|---|---|
| 40737 | 3.23 MB | Adobe PDF |
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Abstract(s)
A literatura aponta que a fluĆŖncia de leitura Ć© uma competĆŖncia crĆtica na fase inicial e ao longo do processo de aprendizagem da leitura. O presente estudo pretende analisar os conhecimentos dos professores do 2Āŗ ano e 3Āŗ ano do ensino fundamental numa escola da cidade de SantarĆ©m, ParĆ”, Brasil, face Ć problemĆ”tica da dislexia, ao nĆvel da identificaĆ§Ć£o das caracterĆsticas dos referidos alunos para procederem, posteriormente, a um apoio mais adequado.
Segundo vĆ”rios estudos, a dislexia consiste numa perturbaĆ§Ć£o especĆfica da leitura, caracterizada por dificuldades de reconhecimento de letras, descodificaĆ§Ć£o e soletraĆ§Ć£o de palavras, o que compromete a aprendizagem e o desempenho de alunos que possuem tal diagnĆ³stico. Ć essencial que os professores conheƧam as caracterĆsticas e os comportamentos que as crianƧas com dislexia apresentam, por forma a melhorarem a sua intervenĆ§Ć£o. Pretendeu-se, com este estudo, a aplicaĆ§Ć£o de uma metodologia de investigaĆ§Ć£o baseada numa abordagem do tipo quantitativo, atravĆ©s da aplicaĆ§Ć£o de um inquĆ©rito por questionĆ”rio a professores. Este estudo foi submetido Ć Plataforma Brasil.
As conclusƵes indicam que o tempo de experiĆŖncia em lidar com alunos dislĆ©xicos em sala de aula poderĆ” ter influenciado as respostas sobre os conhecimentos dos docentes em relaĆ§Ć£o Ć problemĆ”tica da Dislexia, uma vez que 64% dos inquiridos informaram nĆ£o ter recebido formaĆ§Ć£o em EducaĆ§Ć£o Especial ou sobre dislexia em especĆfico, e quando questionados se haviam procurado formaĆ§Ć£o na Ć”rea de EducaĆ§Ć£o Especial, nomeadamente na Ć”rea da dislexia, 84% dos professores responderam negativamente. Aqueles que responderam positivamente Ć pergunta informaram ter procurado esta formaĆ§Ć£o especĆfica na escola.
The literature points out that reading fluency is a critical competence in the initial phase and throughout the process of learning to read. The present study intends to analyze the knowledge of the teachers of the 2nd and 3rd years of fundamental education in a school in the city of SantarƩm, ParƔ, Brazil, in the face of the problem of dyslexia, in terms of identifying the characteristics of the referred students to subsequently proceed with the more adequate support. According to several studies, dyslexia consists of a specific reading disorder, characterized by difficulties in recognizing letters, decoding and spelling words, which compromises the learning and performance of students with this diagnosis. It is essential that teachers know the characteristics and behaviors that children with dyslexia present, in order to improve their intervention. The aim of this study was to apply a research methodology based on a quantitative approach, through the application of a questionnaire survey to teachers. This study was submitted to the Brazil Platform. The conclusions indicate that the time of experience in dealing with dyslexic students in the classroom may have influenced the answers about the knowledge of teachers in relation to the problem of Dyslexia, since 64% of respondents reported not having received training in Special Education or about dyslexia in particular, and when asked if they had sought training in the area of Special Education, namely in the area of dyslexia, 84% of teachers responded negatively. Those who responded positively to the question reported having sought this specific training at school.
The literature points out that reading fluency is a critical competence in the initial phase and throughout the process of learning to read. The present study intends to analyze the knowledge of the teachers of the 2nd and 3rd years of fundamental education in a school in the city of SantarƩm, ParƔ, Brazil, in the face of the problem of dyslexia, in terms of identifying the characteristics of the referred students to subsequently proceed with the more adequate support. According to several studies, dyslexia consists of a specific reading disorder, characterized by difficulties in recognizing letters, decoding and spelling words, which compromises the learning and performance of students with this diagnosis. It is essential that teachers know the characteristics and behaviors that children with dyslexia present, in order to improve their intervention. The aim of this study was to apply a research methodology based on a quantitative approach, through the application of a questionnaire survey to teachers. This study was submitted to the Brazil Platform. The conclusions indicate that the time of experience in dealing with dyslexic students in the classroom may have influenced the answers about the knowledge of teachers in relation to the problem of Dyslexia, since 64% of respondents reported not having received training in Special Education or about dyslexia in particular, and when asked if they had sought training in the area of Special Education, namely in the area of dyslexia, 84% of teachers responded negatively. Those who responded positively to the question reported having sought this specific training at school.
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Keywords
Dificuldades de leitura PerturbaĆ§Ć£o da leitura Dislexia Reading difficulties Reading disturbance Dyslexia