Roteiro de Avaliação da Consciência Fonológica (RACF)
O presente estudo buscou avaliar a consciência fonológica de alunos do ensino fundamental, para investigar evidências de validade de critério pela comparação entre as séries e também identificar diferenças relativas às variáveis sexo e idade. Participaram 221 crianças de 6 a 12 anos (M=8,53; DP=1,40...
- Autores:
-
Boulhoça-Suehiro, Adriana Cristina
Angeli-Dos Santos, Acácia Aparecida
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2011
- Institución:
- Universidad Católica de Colombia
- Repositorio:
- RIUCaC - Repositorio U. Católica
- Idioma:
- por
- OAI Identifier:
- oai:repository.ucatolica.edu.co:10983/147
- Acceso en línea:
- http://hdl.handle.net/10983/147
- Palabra clave:
- Criterio de validez
Conciencia metalingüística
Habilidades lingüísticas
- Rights
- openAccess
- License
- Derechos Reservados - Universidad Católica de Colombia, 2011
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Roteiro de Avaliação da Consciência Fonológica (RACF) |
| dc.title.translated.eng.fl_str_mv |
Hoja de ruta de Evaluación de la Conciencia Fonológica (RACF) Roadmap Assessment of Phonological Awareness (RACF) |
| title |
Roteiro de Avaliação da Consciência Fonológica (RACF) |
| spellingShingle |
Roteiro de Avaliação da Consciência Fonológica (RACF) Criterio de validez Conciencia metalingüística Habilidades lingüísticas |
| title_short |
Roteiro de Avaliação da Consciência Fonológica (RACF) |
| title_full |
Roteiro de Avaliação da Consciência Fonológica (RACF) |
| title_fullStr |
Roteiro de Avaliação da Consciência Fonológica (RACF) |
| title_full_unstemmed |
Roteiro de Avaliação da Consciência Fonológica (RACF) |
| title_sort |
Roteiro de Avaliação da Consciência Fonológica (RACF) |
| dc.creator.fl_str_mv |
Boulhoça-Suehiro, Adriana Cristina Angeli-Dos Santos, Acácia Aparecida |
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Boulhoça-Suehiro, Adriana Cristina Angeli-Dos Santos, Acácia Aparecida |
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Criterio de validez Conciencia metalingüística Habilidades lingüísticas |
| topic |
Criterio de validez Conciencia metalingüística Habilidades lingüísticas |
| description |
O presente estudo buscou avaliar a consciência fonológica de alunos do ensino fundamental, para investigar evidências de validade de critério pela comparação entre as séries e também identificar diferenças relativas às variáveis sexo e idade. Participaram 221 crianças de 6 a 12 anos (M=8,53; DP=1,40) que individualmente responderam ao Roteiro de Avaliação da Consciência Fonológica (RACF), instrumento tipo screening. Dos 15 pontos possíveis, as crianças obtiveram média de 11,23 (DP=2,60). Destaca-se como principal resultado o estabelecimento de evidência de validade de critério, visto que por meio da ANOVA foi identificada a existência de diferenças significativas entre as séries [F(3,218)=18,66; p<0,001], identificando-se escores mais altos congruentes com o avanço na etapa escolar. As pontuações médias de meninos e meninas não diferiram significativamente e, quanto à idade, as crianças mais velhas alcançaram médias mais elevadas. Sugere-se que outros estudos sejam realizados com amostras maiores e diversificadas, de forma a possibilitar também a comparação com outras variáveis potencialmente relevantes. |
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2011 |
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2011-06 |
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Boulhoça-Suehir, A., & Angeli-Dos Santos, A. (2011). Roteiro de avaliação da consciência fonológica (RACF). Acta Colombiana de Psicología, 14(1), 147-154. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/364/369 |
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Boulhoça-Suehir, A., & Angeli-Dos Santos, A. (2011). Roteiro de avaliação da consciência fonológica (RACF). Acta Colombiana de Psicología, 14(1), 147-154. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/364/369 0123-9155 |
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Andrezza-Ballestrin, C. A. (2007). Relação entre desempenho em consciência fonológica e a variável sexo, na infância. Dissertação de Mestrado, Universidade Federal de Santa Maria, Santa Maria-RS. Antoniazzi, M. I. B., Suehiro, A. C. B., e Santos, A. A. A. (2005). A relação entre a alfabetização e a consciência fonológica. Em VII Congresso Nacional de Psicologia Escolar e Educacional. Curitiba-PR. Araújo, F. P., Lindenbaum, J., Figueiredo, F.V., e Chiappetta, A. L. M. L. (2006). A consciência fonológica do português na aquisição simultânea de duas línguas. Revista CEFAC, 8(1), 15-9. Barrera, S. D., e Maluf, M. R. (2003). Consciência metalingüística e alfabetização: um estudo com crianças da primeira série do ensino fundamental. Psicologia: Reflexão e Crítica, 16(3), 491-502. Benítez, Y. G., Vargas, G. G., Hernández, A. L., Sánchez, U. D., e García, A. H. (2007). Habilidades lingüísticas en niños de estrato sociocultural bajo, al iniciar la primaria. Acta Colombiana de Psicología, 10 (2), 9-17. Bernardino Júnior, J. A., Freitas, F. R., Souza, D. G., Maranhe, E. A., e Bandini, H. H. M. (2006). Aquisição de leitura e escrita como resultado do ensino de habilidades de consciência Fonológica. Revista Brasileira de Educação Especial, 12(3), 423-450. Bertelson, P., Gelder, B., Tfouni, L., e Morais, J. (1989). Metaphonological abilities of adults illiterates: New evidence of heterogeneity. European Journal of Cognitive Psychology, 1, 239-250. Blischak, D. M. (1994). Phonologic awareness: implications for individuals with little or no functional speech. Argumentative and Alternative Communication, 10, 245-254. Bradley, L., e Bryant, P. E. (1983). Categorizing sounds and learning to read: a causal connection, Nature, 301, 419-421. Capovilla, A. G. S., e Capovilla, F. (2009). A consciência fonológica e sua importância para a aquisição da linguagem escrita. Em M. Mota (Org.), Desenvolvimento metalingüístico: questões contemporâneas, pp. 19-40. São Paulo: Casa do Psicólogo. Capovilla, A. G. S., Capovilla, F. C., e Silveira, F. B. (1998). O desenvolvimento da consciência fonológica, correlações com leitura e escrita e tabelas de estandardização. Ciência Cognitiva: Teoria, Pesquisa e Aplicação, 2(3), 113-160. Capovilla, A. G. S., Dias, N. M., e Montiel, J. M. (2007). Desenvolvimento dos componentes da consciencia fonológica no ensino fundamental e correlação com nota escolar. Psico-USF, 12(1), 55-64. Cardoso-Martins, C. (1991). A consciência fonológica e a aprendizagem inicial da leitura e da escrita. Cadernos de Pesquisa, (76), 41-49. Cielo, C.A. (2002). Habilidades em consciência fonológica em crianças de 4 a 8 anos de idade. Pró-Fono, 14(3):301-312. Citoler, S. A. D. (1991). El desarrollo de las habilidades metalingüísticas: la consciencia fonológica. Revista Española de Lingüística Aplicada, 7(1), 9-22. Lundberg, I., Frost, J., e Petersen, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 262-284. Mello, R. B. (2006). A relação entre consciência fonológica e aquisição da leitura e da escrita de jovens e adultos. Tese de Doutorado, Universidade Federal do Rio de Janeiro, Rio de Janeiro-RJ. Meneses, M. S., Lozi, G. P., Souza, L. R., e Assencio-Ferreira, V. J. (2004). Consciência fonológica: diferenças entre meninos e meninas. Revista CEFAC, 6(3), 242-246. Messick, S. (1995). Validity of psychological assessment. American Psychologist, 50(9), 741-749. Moura, S. R. S., Cielo, C. A, e Mezzomo, C. L. (2009). Consciência fonêmica em meninos e meninas. Revista da Sociedade Brasileira de Fonoaudiologia, 14(2), 205-211. Primi, R., Muñiz, J., e Nunes, C. H. S. S. (2009). Definições contemporâneas de validade de testes psicológicos. In C. S. Hutz (Org.), Avanços e polêmicas em avaliação psicológica, pp. 243-265. São Paulo: Casa do Psicólogo. Pedras, C. T. P. A., Geraldo, T., e Crenitte, P. A. P. (2006). Consciência fonológica em crianças de escola pública e particular. Revista da Sociedade Brasileira de Fonoaudiologia, 11(2), 65-69. Pestun, M. S. V. (2005). Consciência fonológica no início da escolarização e o desempenho ulterior em leitura e escrita: estudo correlacional. Estudos de Psicologia, 10(3), 407-412. Roazzi, A., e Dowker, A. (1989). Consciência fonológica, rima e aprendizagem da leitura. Psicologia: Teoria e Pesquisa, 5(1), 31-55. Salgado, C., e Capellini, S. A. (2004). Desempenho em leitura e escrita de escolares com transtorno fonológico. Psicologia Escolar e Educacional, 8(2), 179-188. 26. Santos, A. A. A. (1996). A influência da consciência fonológica na aquisição da leitura e da escrita. Em F. F. Sisto, G. C. Oliveira, L. D. T. Fini, M. T. C. C. Souza, e R. P. Brenelli (Orgs.), Atuação psicopedagógica e aprendizagem escolar, pp. 213-247. |
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Boulhoça-Suehiro, Adriana Cristinac729f757-e70d-40c6-a849-bf84356d4adf-1Angeli-Dos Santos, Acácia Aparecida1adead4d-9d52-4d68-bbdc-01ec4d8f2f69-12011-11-10T17:02:14Z2011-11-10T17:02:14Z2011-06O presente estudo buscou avaliar a consciência fonológica de alunos do ensino fundamental, para investigar evidências de validade de critério pela comparação entre as séries e também identificar diferenças relativas às variáveis sexo e idade. Participaram 221 crianças de 6 a 12 anos (M=8,53; DP=1,40) que individualmente responderam ao Roteiro de Avaliação da Consciência Fonológica (RACF), instrumento tipo screening. Dos 15 pontos possíveis, as crianças obtiveram média de 11,23 (DP=2,60). Destaca-se como principal resultado o estabelecimento de evidência de validade de critério, visto que por meio da ANOVA foi identificada a existência de diferenças significativas entre as séries [F(3,218)=18,66; p<0,001], identificando-se escores mais altos congruentes com o avanço na etapa escolar. As pontuações médias de meninos e meninas não diferiram significativamente e, quanto à idade, as crianças mais velhas alcançaram médias mais elevadas. Sugere-se que outros estudos sejam realizados com amostras maiores e diversificadas, de forma a possibilitar também a comparação com outras variáveis potencialmente relevantes.application/pdfBoulhoça-Suehir, A., & Angeli-Dos Santos, A. (2011). Roteiro de avaliação da consciência fonológica (RACF). Acta Colombiana de Psicología, 14(1), 147-154. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/364/3690123-9155http://hdl.handle.net/10983/147porUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 14, no. 1 (ene.-jun. 2011); p. 147-154Andrezza-Ballestrin, C. A. (2007). Relação entre desempenho em consciência fonológica e a variável sexo, na infância. Dissertação de Mestrado, Universidade Federal de Santa Maria, Santa Maria-RS.Antoniazzi, M. I. B., Suehiro, A. C. B., e Santos, A. A. A. (2005). A relação entre a alfabetização e a consciência fonológica. Em VII Congresso Nacional de Psicologia Escolar e Educacional. Curitiba-PR.Araújo, F. P., Lindenbaum, J., Figueiredo, F.V., e Chiappetta, A. L. M. L. (2006). A consciência fonológica do português na aquisição simultânea de duas línguas. Revista CEFAC, 8(1), 15-9.Barrera, S. D., e Maluf, M. R. (2003). Consciência metalingüística e alfabetização: um estudo com crianças da primeira série do ensino fundamental. Psicologia: Reflexão e Crítica, 16(3), 491-502.Benítez, Y. G., Vargas, G. G., Hernández, A. L., Sánchez, U. D., e García, A. H. (2007). Habilidades lingüísticas en niños de estrato sociocultural bajo, al iniciar la primaria. Acta Colombiana de Psicología, 10 (2), 9-17.Bernardino Júnior, J. A., Freitas, F. R., Souza, D. G., Maranhe, E. A., e Bandini, H. H. M. (2006). Aquisição de leitura e escrita como resultado do ensino de habilidades de consciência Fonológica. Revista Brasileira de Educação Especial, 12(3), 423-450.Bertelson, P., Gelder, B., Tfouni, L., e Morais, J. (1989). Metaphonological abilities of adults illiterates: New evidence of heterogeneity. European Journal of Cognitive Psychology, 1, 239-250.Blischak, D. M. (1994). Phonologic awareness: implications for individuals with little or no functional speech. Argumentative and Alternative Communication, 10, 245-254.Bradley, L., e Bryant, P. E. (1983). Categorizing sounds and learning to read: a causal connection, Nature, 301, 419-421.Capovilla, A. G. S., e Capovilla, F. (2009). A consciência fonológica e sua importância para a aquisição da linguagem escrita. Em M. Mota (Org.), Desenvolvimento metalingüístico: questões contemporâneas, pp. 19-40. São Paulo: Casa do Psicólogo.Capovilla, A. G. S., Capovilla, F. C., e Silveira, F. B. (1998). O desenvolvimento da consciência fonológica, correlações com leitura e escrita e tabelas de estandardização. Ciência Cognitiva: Teoria, Pesquisa e Aplicação, 2(3), 113-160.Capovilla, A. G. S., Dias, N. M., e Montiel, J. M. (2007). Desenvolvimento dos componentes da consciencia fonológica no ensino fundamental e correlação com nota escolar. Psico-USF, 12(1), 55-64.Cardoso-Martins, C. (1991). A consciência fonológica e a aprendizagem inicial da leitura e da escrita. Cadernos de Pesquisa, (76), 41-49.Cielo, C.A. (2002). Habilidades em consciência fonológica em crianças de 4 a 8 anos de idade. Pró-Fono, 14(3):301-312.Citoler, S. A. D. (1991). El desarrollo de las habilidades metalingüísticas: la consciencia fonológica. Revista Española de Lingüística Aplicada, 7(1), 9-22.Lundberg, I., Frost, J., e Petersen, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 262-284.Mello, R. B. (2006). A relação entre consciência fonológica e aquisição da leitura e da escrita de jovens e adultos. Tese de Doutorado, Universidade Federal do Rio de Janeiro, Rio de Janeiro-RJ.Meneses, M. S., Lozi, G. P., Souza, L. R., e Assencio-Ferreira, V. J. (2004). Consciência fonológica: diferenças entre meninos e meninas. Revista CEFAC, 6(3), 242-246.Messick, S. (1995). Validity of psychological assessment. American Psychologist, 50(9), 741-749.Moura, S. R. S., Cielo, C. A, e Mezzomo, C. L. (2009). Consciência fonêmica em meninos e meninas. Revista da Sociedade Brasileira de Fonoaudiologia, 14(2), 205-211.Primi, R., Muñiz, J., e Nunes, C. H. S. S. (2009). Definições contemporâneas de validade de testes psicológicos. In C. S. Hutz (Org.), Avanços e polêmicas em avaliação psicológica, pp. 243-265. São Paulo: Casa do Psicólogo.Pedras, C. T. P. A., Geraldo, T., e Crenitte, P. A. P. (2006). Consciência fonológica em crianças de escola pública e particular. Revista da Sociedade Brasileira de Fonoaudiologia, 11(2), 65-69.Pestun, M. S. V. (2005). Consciência fonológica no início da escolarização e o desempenho ulterior em leitura e escrita: estudo correlacional. Estudos de Psicologia, 10(3), 407-412.Roazzi, A., e Dowker, A. (1989). Consciência fonológica, rima e aprendizagem da leitura. Psicologia: Teoria e Pesquisa, 5(1), 31-55.Salgado, C., e Capellini, S. A. (2004). Desempenho em leitura e escrita de escolares com transtorno fonológico. Psicologia Escolar e Educacional, 8(2), 179-188. 26. Santos, A. A. A. (1996). A influência da consciência fonológica na aquisição da leitura e da escrita. Em F. F. Sisto, G. C. Oliveira, L. D. T. Fini, M. T. C. C. Souza, e R. P. Brenelli (Orgs.), Atuação psicopedagógica e aprendizagem escolar, pp. 213-247.Derechos Reservados - Universidad Católica de Colombia, 2011info:eu-repo/semantics/openAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)https://creativecommons.org/licenses/by-nc/4.0/http://purl.org/coar/access_right/c_abf2Criterio de validezConciencia metalingüísticaHabilidades lingüísticasRoteiro de Avaliação da Consciência Fonológica (RACF)Hoja de ruta de Evaluación de la Conciencia Fonológica (RACF)Roadmap Assessment of Phonological Awareness (RACF)Artículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85PublicationORIGINALv14n1a13.pdfv14n1a13.pdfArtículo 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