Reconhecimento de palavras e rendimento escolar: uma avaliação psicopedagógica em escolares do 5° ano

Abstract

To acquire certain skills are required reading as word recognition, memory, attention, phonological awareness, understanding, in agreement with some biological mechanisms. This research has as main objective to analyze the recognition ability of words across the academic performance of students. Specifically, it is intended to a) evaluate the decoding individual words; b) classify the performance of students in decoding words; c) check the reading strategies used by school; d) check for correlations between word recognition and school performance in Portuguese. Counted on the participation of 44 students of the 5th year of elementary school - 1st cycle, three municipal schools in the city Within-PB Lagoon, aged between 09-16 years (mean = 11.73, SD = 1, 86), the majority were male (56.8%). For this research was used as a tool the Reading Competence Test of words and pseudo words (RCT) of Seabra and Capovilla (2010). It was found the following of the total sample results: 13.6% of respondents are much below the expected average; Below are 36.3% and 50.1% are in the Middle, which shows a very high percentage and disturbing of infants who have difficulty in word recognition and reflecting on reading problems, adding that corresponds to a total of 49.9 % of participants below or much below the expected level for the 5th year. Data from this study collaborate to map an intervention project aimed at building strategies aimed at developing the lexical route in infants.