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Dificuldades de aprendizagem específicas da leitura e da escrita e o contributo da estimulação da consciência fonológica
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| 1.16 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O trabalho que aqui apresentamos foi desenvolvido no âmbito do Mestrado de
Qualificação para a Docência em Educação Pré-Escolar e Ensino do 1.º Ciclo do
Ensino Básico (CEB).
As Dificuldades de Aprendizagem Específicas da Leitura e da Escrita (DAE_LE)
são, para alguns autores (e.g. Rebelo, 2001), reveladoras de problemas aos níveis
cognitivo e neurológico. O seu diagnóstico é cada vez mais preciso e precoce (e.g.
Teles, 2004; Hennigh, 2003). Em consequência, os docentes do 1.º CEB vão-se
deparando com um número crescente de alunos com estas dificuldades que
representam desafios pedagógicos acrescidos. De acordo com a literatura (e.g. Rios,
2011; Freitas, Alves & Costa, 2007), às DAE_LE está associado um défice ao nível
fonológico, pelo que se mostra adequado investir atempadamente numa intervenção
que incida na reabilitação e/ou na estimulação da Consciência Fonológica (CF).
Neste contexto, formulou-se o seguinte problema de investigação: como promover
as aprendizagens ao nível da leitura e da escrita dos alunos com DAE_LE através da
estimulação da CF? Quais as perspetivas dos docentes do 1.º e do 2.º ano de
escolaridade? Para respondermos a esta questão desenhámos um estudo de caso
qualitativo que envolveu os seis docentes do 1.º e do 2.º ano de um estabelecimento
de ensino do 1.º CEB, cujos testemunhos foram reunidos por entrevistas semidiretivas
e sujeitos a análise de conteúdo.
Os resultados mostraram uma grande convergência entre as perspetivas e boas
práticas pedagógicas reportadas pelas participantes e as indicações da literatura na
área, designadamente quanto à expressão das DAE_LE e ao papel da estimulação da
CF no apoio ao sucesso escolar dos alunos com este tipo de dificuldades. Salientouse
ainda nos resultados, a importância da organização da equipa educativa e do papel
da família no apoio aos alunos com DAE_LE. Apesar de trabalharem num contexto
organizacional que consideram privilegiado pelos recursos disponíveis, as
participantes destacam a falta de competências na área e a dimensão das turmas,
como constrangimentos à eficácia das intervenções. Os resultados acrescentam
elementos novos à literatura consultada, pois identificam perceções sobre a
importância do envolvimento das família e do serviço de Educação Especial (EE) na
estimulação da CF. Considerou-se que esta poderá constituir uma outra linha de
trabalho de investigação sobre a problemática.
The present work was developed under the Master Qualification for Teaching in Preschool Education and Teaching of the 1st Cycle of Basic Education (CBE). Some authors (e.g. Rebelo, 2001) believe that Specific Learning Disabilities in Reading and Writing (SLD_RW) reflect the existence of problems at a cognitive and neurological level. These types of difficulties are increasingly identified at an earlier age and in a more accurate way (e.g. Teles, 2004; Hennigh, 2003). Consequently, the 1st CBE teachers are facing a growing number of students with SLD_RW, which poses increased pedagogical challenges. According to literature (e.g. Rios, 2011; Freitas, Alves & Costa, 2007), SLD_RW is associated with a deficit in the phonological level, so it is appropriate to intervene in an early stage and with a focus in the rehabilitation and/or stimulation of Phonological Awareness (PA). In this context, we formulated the following research problem: how to promote learning related with reading and writing in students with SLD_RW through stimulation of PA? What are the perspectives of teachers of 1st and 2nd grade? To answer these questions, we designed a qualitative case study involving six teachers of the 1st and 2nd years of 1st CBE, whose testimonies were gathered by semi-directive interviews and subjected to content analysis. The results showed a convergence between the participants’ opinions and their reported practices and the literature recommendations, in particular: on how SLD_RW is reflected on students’ behaviors; and the role PA stimulation plays in students’ academic success. The results also emphasize the importance of a proper organization of educational teams (e.g. preschool and 1st CBE teachers, teachers of the Special Education unit, psychologists) and the students’ families in supporting students with SLD_RW. Participants recognized that they all work in a privileged educational institution since the existent resources are adequate and available. However, they emphasized as constrains to an effective educational intervention the lack of formal specific competencies (acquired through training) in the SLD_RW field and the large number of children in their classes. Our study adds new elements to the literature, as it identifies perceptions about the involvement of the students’ families and the units of Special Education (SE) in stimulating PA. Both aspects can lead to new research avenues in the SLD_RW field.
The present work was developed under the Master Qualification for Teaching in Preschool Education and Teaching of the 1st Cycle of Basic Education (CBE). Some authors (e.g. Rebelo, 2001) believe that Specific Learning Disabilities in Reading and Writing (SLD_RW) reflect the existence of problems at a cognitive and neurological level. These types of difficulties are increasingly identified at an earlier age and in a more accurate way (e.g. Teles, 2004; Hennigh, 2003). Consequently, the 1st CBE teachers are facing a growing number of students with SLD_RW, which poses increased pedagogical challenges. According to literature (e.g. Rios, 2011; Freitas, Alves & Costa, 2007), SLD_RW is associated with a deficit in the phonological level, so it is appropriate to intervene in an early stage and with a focus in the rehabilitation and/or stimulation of Phonological Awareness (PA). In this context, we formulated the following research problem: how to promote learning related with reading and writing in students with SLD_RW through stimulation of PA? What are the perspectives of teachers of 1st and 2nd grade? To answer these questions, we designed a qualitative case study involving six teachers of the 1st and 2nd years of 1st CBE, whose testimonies were gathered by semi-directive interviews and subjected to content analysis. The results showed a convergence between the participants’ opinions and their reported practices and the literature recommendations, in particular: on how SLD_RW is reflected on students’ behaviors; and the role PA stimulation plays in students’ academic success. The results also emphasize the importance of a proper organization of educational teams (e.g. preschool and 1st CBE teachers, teachers of the Special Education unit, psychologists) and the students’ families in supporting students with SLD_RW. Participants recognized that they all work in a privileged educational institution since the existent resources are adequate and available. However, they emphasized as constrains to an effective educational intervention the lack of formal specific competencies (acquired through training) in the SLD_RW field and the large number of children in their classes. Our study adds new elements to the literature, as it identifies perceptions about the involvement of the students’ families and the units of Special Education (SE) in stimulating PA. Both aspects can lead to new research avenues in the SLD_RW field.
Description
Keywords
Consciência Fonológica Aprendizagem da leitura e da escrita Dificuldades de aprendizagem específicas da leitura e da escrita Phonological awareness Reading and writing learning Specific learning disabilities in reading and writing