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- Title
ASSESSMENT OF SKILLS THAT PREDICT READING SUCCESS IN 1<sup>ST</sup>- AND 2<sup>ND</sup>-GRADE CHILDREN OF ELEMENTARY SCHOOL.
- Authors
Nicolau, Carla Cabezas; Pinto Navas, Ana Luiza Gomes
- Abstract
Purposes: to study the performance of students from 1st. and 2nd grades of primary education in tasks that evaluate abilities and skills considered predictors of reading success. Methods: we analyzed early reading abilities in 73 children between six and eight years, from a public school in Sao Paulo. The instrument of early reading skills comprised of 20 subtests involving the following skills: Oral language, Phonological processing, Comprehension, Reading and writing, and Knowledge about print. The data were collected and analysed by school year (1st and 2nd grades), in order to identify differences in development at the early stages of Reading acquisition. Result: it was found that some subjects of 1st and 2nd grades show performance below the mean for their group, in the skills considered predictors for literacy. This low performance was identified by the percentage of total correct answers at the evaluation Instrument and the classification in percentiles. There were no differences in between the two grades in terms of the Oral Language and Knowledge of print. The groups differentiated only on tasks included in the Reading and writing, as well as Phonological Processing with better performance for 2nd grade students in the following tasks: (a) word reading, (b) pseudoword reading, (c) word spelling, (d) pseudoword spelling, (e) rime production and (f) reading comprehension. Conclusion: schooling influenced the performance on phonological processing abilities and in reading and writing skills. Phonological processing abilities and print knowledge correlated to decoding implicated in writing and reading of isolated items.
- Subjects
BRAZIL; READING ability testing in elementary schools; ELEMENTARY education; READING readiness; PORTUGUESE language; LITERACY; SCHOOL children
- Publication
Revista CEFAC, 2015, Vol 17, Issue 3, p917
- ISSN
1516-1846
- Publication type
Article