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Aprendizagem da leitura numa criança com perturbação do desenvolvimento intelectual
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Orientador(es)
Resumo(s)
Muitos alunos com perturbação do desenvolvimento intelectual permanecem
com dificuldades significativas na aprendizagem inicial da leitura, mesmo em contextos
inclusivos, devido à escassez de estratégias adequadas às suas especificidades. Este
trabalho de Investigação e Intervenção teve como propósito ensinar a ler, através do
método fonomímico-pictográfico, um aluno com Perturbação do Desenvolvimento
Intelectual (PDI) ligeira. Definiu-se como objetivo principal avaliar o impacto de uma
intervenção pedagógica que articulou um método fonomímico multissensorial (Método
fonomímico de Paula Teles) com recursos do sistema de pictogramas Aragón Sistema
Aumentativo y Alternativo de Comunicación (ARASAAC). Como forma de intervenção
delineou-se um plano a implementar ao longo do 2.º semestre (período total de cinco
meses), no qual o aluno experienciou a leitura através do contacto sistemático com
diversos materiais escritos e apoios pictográficos. O estudo acompanhou um aluno de 13
anos, com diagnóstico de PDI ligeira e dificuldades graves de leitura, com enfoque em três
momentos de avaliação (pré-intervenção, intermédia e pós-intervenção). A intervenção
consistiu em tarefas semanais, através de fichas de leitura, concebidas para combinar
palavras escritas e pictogramas e recorreu a grelhas de observação e questionários para
recolha de perspetivas docentes. Verificaram-se melhorias substanciais na capacidade de
leitura do aluno: observou-se um aumento notório das palavras lidas corretamente (de
um desempenho residual no início para cerca de mais de metade das palavras-alvo no
final), acompanhado de progressos consideráveis na consciência fonológica e na
identificação grafema-fonema. Para além dos ganhos quantitativos, registaram-se
mudanças qualitativas relevantes, nomeadamente maior motivação, autonomia e
participação nas atividades, bem como atitude mais positiva face à aprendizagem.
Many students with intellectual developmental disorder continue to experience significant difficulties in the initial learning of reading, even in inclusive contexts, due to the scarcity of strategies suited to their specific needs. This Research and Intervention work aimed to teach, through the phonomimic-pictographic method, a student with mild Intellectual Developmental Disorder (IDD) to read. The main objective was defined as evaluating the impact of a pedagogical intervention that articulated a multisensory phonomimic method (Paula Teles’ phonomimic method) with resources from the pictogram system Aragón Augmentative and Alternative Communication System (ARASAAC). As a form of intervention, a plan was designed to be implemented throughout the 2nd semester (a total period of five months), in which the student experienced reading through systematic contact with various written materials and pictographic supports. The study followed a 13-year-old student diagnosed with mild IDD and severe reading difficulties, focusing on three assessment moments (pre-intervention, intermediate, and post-intervention). The intervention consisted of weekly tasks, through reading worksheets designed to combine written words and pictograms, and used observation grids and questionnaires to collect teachers’ perspectives. Substantial improvements were observed in the student’s reading ability: a notable increase in correctly read words was observed (from residual performance at the beginning to more than half of the target words at the end), accompanied by considerable progress in phonological awareness and grapheme–phoneme identification. In addition to quantitative gains, relevant qualitative changes were recorded, namely greater motivation, autonomy, and participation in activities, as well as a more positive attitude toward learning.
Many students with intellectual developmental disorder continue to experience significant difficulties in the initial learning of reading, even in inclusive contexts, due to the scarcity of strategies suited to their specific needs. This Research and Intervention work aimed to teach, through the phonomimic-pictographic method, a student with mild Intellectual Developmental Disorder (IDD) to read. The main objective was defined as evaluating the impact of a pedagogical intervention that articulated a multisensory phonomimic method (Paula Teles’ phonomimic method) with resources from the pictogram system Aragón Augmentative and Alternative Communication System (ARASAAC). As a form of intervention, a plan was designed to be implemented throughout the 2nd semester (a total period of five months), in which the student experienced reading through systematic contact with various written materials and pictographic supports. The study followed a 13-year-old student diagnosed with mild IDD and severe reading difficulties, focusing on three assessment moments (pre-intervention, intermediate, and post-intervention). The intervention consisted of weekly tasks, through reading worksheets designed to combine written words and pictograms, and used observation grids and questionnaires to collect teachers’ perspectives. Substantial improvements were observed in the student’s reading ability: a notable increase in correctly read words was observed (from residual performance at the beginning to more than half of the target words at the end), accompanied by considerable progress in phonological awareness and grapheme–phoneme identification. In addition to quantitative gains, relevant qualitative changes were recorded, namely greater motivation, autonomy, and participation in activities, as well as a more positive attitude toward learning.
Descrição
Palavras-chave
sistema pictográfico leitura funcional perturbação de desenvolvimento intelectual inclusão método fonomímico pictographic system augmentative and alternative communication functional reading intellectual disability inclusion phonomimic method