Monitorização do progresso do aluno na identificação de risco na leitura

Paula Marisa Fortunato Vaz, Ana Paula Loução Martins, Luís de Miranda Correia

Resumo


Este estudo tem por finalidade analisar o uso da monitorização com base no currículo como sistema escolar de identificação de alunos em risco na leitura, no contexto de um modelo educativo baseado no grau de resposta à intervenção. Realizou-se uma investigação quantitativa em que participaram todos os alunos do 3º ano (82 alunos) de um agrupamento de escolas do norte de Portugal. O tratamento de dados foi feito com recurso à estatística descritiva e inferencial. Destacam-se, entre outras conclusões, a existência de dez alunos em risco na leitura durante todo o ano letivo e o facto de, no final do 3º ano de escolaridade, a média de resultados dos alunos que nunca estiveram em risco ser superior ao dobro da média de resultados dos alunos que estiveram em risco todo o ano.

  

Monitoring student progress in identifying risk in reading

This study aims to analyze the use of curriculum-based monitoring as a school system to identify students at risk in reading, in the context of an educational model based on the degree of response to intervention. A quantitative investigation was conducted with all third grade students (82 students) from a group of schools in the north of Portugal. Data processing was done using descriptive and inferential statistics. Among the conclusions, the following stand out: the existence of ten students at risk in reading throughout the school year and the fact that, at the end of the third year of schooling, the mean results of students who were never at risk was more than double the mean results of students who were at risk for the entire year.  

Reading; Portugal; Quantitative Research; Learning Disabilities 

 

Contrôle du progrès de l’élève à l’ identification des risques dans la lecture 

Cet étude a pour but d’analyser l’usage du contrôle ayant pour base le curriculum comme système scolaire d’identification des élèves présentant des risques dans la lecture, dans le contexte d’un modèle éducatif fondé sur le degré de réponse à l’intervention. Une recherche quantitative a été menée à laquelle ont participé tous les élèves de CM1 (82 élèves) d’un groupement d’écoles du nord du Portugal. Le traitement des données a été fait à l’aide de la statistique descriptive et inférentielle. Entre autres conclusions, est soulignée l’existence de dix élèves en risque dans la lecture pendant toute l’année scolaire et le fait qu’à la fin de la troisièmme année de scolarité, la moyenne des résultats des élèves n’ayant jamais été en risque soit supérieur au double de la moyenne des résultats des élèves qui ont été en risque toute l’année.  

Lecture; Portugal; Recherche Quantitative; Difficulté de L’apprentissage  

 

Monitoreo del progreso del alumno en la identificación de riesgo en la lectura  

Este estudio tiene la finalidad de analizar el uso del monitoreo del currículo como sistema escolar de identificación de alumnos en riesgo en la lectura, en el marco de un modelo educativo basado en el grado de respuesta a la intervención. Se llevó a cabo una investigación cuantitativa en la que participaron todos los alunos del 3er año (82 alumnos) de un agrupamiento de escuelas del norte de Portugal. El tratamiento de datos se efectuó por medio de la estadística descriptiva e de inferencias. Se destacan, entre otras conclusiones, la existencia de diez alumnos em riesgo en la lectura durante todo el año lectivo y el hecho de que, al final del 3er año de escolaridad, el promedio de resultados de los alumnos que nunca estuvieron en riesgo era superior al doble del promedio de resultados de los alumnos que estuvieron en riesgo todo el año.  

Lectura; Portugal; Investigación Cuantitativa; Incapacidad para el Aprendizaje


Palavras-chave


Leitura; Portugal; Pesquisa Quantitativa; Dificuldade de Aprendizagem

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Referências


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