PIPE - prova de identificação de palavras escritas: estudo exploratório da versão 2
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2018-03-19
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A leitura é um processo cognitivo de grande complexidade, tendo em conta que envolve diversos processos cognitivos e permite, através do alfabeto e da fonologia, a representação do ambiente. O processo de aprendizagem da leitura deve ter como base o exercício da leitura de palavras, visto que, na etapa inicial da aprendizagem, é exigido o ensino sistemático e explícito das relações entre grafemas e fonemas, isto é, a decodificação. A decodificação é um mecanismo de leitura de palavras que implica a aplicação do princípio alfabético, ou seja, a correspondência grafema-fonema. Contudo, quando a decodificação é realizada incorretamente o desenvolvimento da leitura é condicionado. Nestas situações, é importante identificar as crianças em risco o mais precocemente possível. Devido às fragilidades dos instrumentos de leitura existentes e ao facto de não existir um teste que avalie precocemente o mecanismo de decodificação, é crucial criar um instrumento de avaliação precoce da decodificação. A presente investigação tem como objetivo examinar se a PIPE - Prova de Identificação de Palavras Escritas – versão 2 é um instrumento eficaz para detetar crianças do 1.º ano de escolaridade em risco de desenvolver dificuldades de leitura. Foram realizados dois estudos empíricos. Na parte I realizou-se um estudo para verificar as características psicométricas, nomeadamente a fidedignidade e a validade da PIPE e, na parte II, realizou-se um estudo para verificar o potencial preditivo da PIPE comparativamente a outros preditores da leitura conhecidos. Os resultados obtidos no primeiro estudo indicam que a PIPE - versão 2 apresenta boas características psicométricas, sendo um instrumento fiável e válido, tendo em conta que foi obtido um bom alfa de Cronbach e fortes correlações com as variáveis em estudo. Os resultados do segundo estudo indicam que a PIPE apresenta um poder preditivo longitudinal forte, uma vez que foi a variável que melhor explica os desempenhos num teste padronizado que tem como objetivo identificar dificuldades de leitura de palavras e com uma medida de fluência da leitura (NPLCM). Face ao exposto, a PIPE - versão 2 é um instrumento de rastreio que permite a professores e técnicos identificar precocemente crianças com dificuldades de decodificação, uma vez que apresenta bons indicadores psicométricos como instrumento de avaliação da decodificação e apresenta um poder preditivo longitudinal forte do desempenho da leitura no final do 1º ano, quando comparado com outros preditores da leitura conhecidos. Isto permite afirmar que é possível utilizar a PIPE – versão 2 de forma útil antes do 1º ano terminar.
Reading is a complex cognitive process, bearing in mind that it involves several brain regions and allows, through the alphabet and phonology, the representation of the environment. The reading learning process should be based on the word reading training, considering that, in the initial stage of learning, it is required the systematic and explicit training of the relationship between letters and phonemes, i.e. decoding. Decoding is a mechanism of reading words that involves the alphabetic principle, that is, the grapheme-phoneme correspondences. However, when the decoding mechanism is faulty, reading development is hampered. In these circumstances, it is important to identify children in risk as early as possible. Due to weaknesses of the existing reading tools and do to the fact that there isn’t a test to assess the decoding mechanism early, it is crucial to create an early decoding stage assessment tool. The actual investigation aims to find out if PIPE – Prova de Identificação de Palavras escrita – versã 2 (Written Words Identification Proof – 2nd version), is an effective tool to detect first grade children in risk of developing reading difficulties. Two empirical studies were carried out. In part I a study was conducted to verify the PIPE psychometric characteristics, in particular its reliability and validity and in part II a study was pursued to check out the relative predictive potential of the PIPE in comparision with other well known reading predictors. The results obtained in the first study indicate that PIPE – version 2 present good psychometric characteristics, being a reliable and valid instrument, taking into account that a good Cronbach's alpha was obtained as well as strong correlations with the variables under study. The results of the second study indicate that PIPE presents a longitudinal strong predictive power, since it was the variable with stronger and more significant correlation with word reading standardized test and a reading fluency measure (NWRCPM). As said, PIPE – version 2 presents as a screening tool that allows teachers and technicians to early identify children with decoding difficulties, since it presents very good psychometric indicators as a tool for decoding assessment and presents the stronger longitudinal predictive power of reading level at the end of first grade when compared with other known reading predictors. This allows to assert that it is possible to use PIPE – version 2 advantageously before first grade is over.
Reading is a complex cognitive process, bearing in mind that it involves several brain regions and allows, through the alphabet and phonology, the representation of the environment. The reading learning process should be based on the word reading training, considering that, in the initial stage of learning, it is required the systematic and explicit training of the relationship between letters and phonemes, i.e. decoding. Decoding is a mechanism of reading words that involves the alphabetic principle, that is, the grapheme-phoneme correspondences. However, when the decoding mechanism is faulty, reading development is hampered. In these circumstances, it is important to identify children in risk as early as possible. Due to weaknesses of the existing reading tools and do to the fact that there isn’t a test to assess the decoding mechanism early, it is crucial to create an early decoding stage assessment tool. The actual investigation aims to find out if PIPE – Prova de Identificação de Palavras escrita – versã 2 (Written Words Identification Proof – 2nd version), is an effective tool to detect first grade children in risk of developing reading difficulties. Two empirical studies were carried out. In part I a study was conducted to verify the PIPE psychometric characteristics, in particular its reliability and validity and in part II a study was pursued to check out the relative predictive potential of the PIPE in comparision with other well known reading predictors. The results obtained in the first study indicate that PIPE – version 2 present good psychometric characteristics, being a reliable and valid instrument, taking into account that a good Cronbach's alpha was obtained as well as strong correlations with the variables under study. The results of the second study indicate that PIPE presents a longitudinal strong predictive power, since it was the variable with stronger and more significant correlation with word reading standardized test and a reading fluency measure (NWRCPM). As said, PIPE – version 2 presents as a screening tool that allows teachers and technicians to early identify children with decoding difficulties, since it presents very good psychometric indicators as a tool for decoding assessment and presents the stronger longitudinal predictive power of reading level at the end of first grade when compared with other known reading predictors. This allows to assert that it is possible to use PIPE – version 2 advantageously before first grade is over.
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leitura , decodificação , identificação precoce , teste de rastreio