80 research outputs found
On the number of excursion sets of planar Gaussian fields
37 pages, 14 figures37 pages, 14 figures37 pages, 14 figure
Preschool literacy and reading performance in primary school
A literacia pré-escolar tem recebido uma crescente atenção. Neste estudo, participaram 70 crianças que iniciaram
o 1.º ano de escolaridade no ano letivo 2009/10 e que, na educação pré-escolar, frequentaram três instituições com abordagens
diferenciadas de leitura e de escrita. O estudo inclui quatro medidas repetidas no tempo nas áreas da fonologia, reconhecimento
de letras, palavras e velocidade de leitura. Os resultados sugerem que a abordagem específica à leitura na educação pré-escolar
condiciona o desempenho da leitura na instrução primária. Contudo, essa influência parece ser atenuada com o tempo. Por outro
lado, verificou-se que sujeitos que receberam instrução direta de leitura em idade pré-escolar (mas não treino fonológico) obtêm
resultados significativamente superiores em tarefas fonológicas aos de sujeitos que receberam treino fonológico prolongado
(mas não de leitura).The debate regarding kindergarten literacy has received increasing attention and social visibility. In this study, participants are 70 children who attended first grade in 2009/2010. Participants attended three kindergartens with unique approaches to reading. A four wave repeated measure design was conducted to investigate the growth of the children in phonological awareness, letter recognition, word recognition, and reading speed. Results suggest that the approach towards reading and writing in kindergarten affects children's performance in grades 1 and 2 of elementary school. This influence, however, seems to fade over time. Moreover, results show that children who received formal reading instruction in kindergarten, perform significantly better in phonological tasks than children who received direct and extended phonological instruction.(undefined)info:eu-repo/semantics/publishedVersio
Assessment and intervention issues and models in School Psychology : the case of Europe and North America
As práticas da Psicologia Escolar parecem ser cada vez mais marcadas pelas necessidades de referenciação/diagnóstico
de crianças para o subsistema de educação especial, em detrimento do desenho e implementação de intervenções
dirigidas aos problemas específicos dos alunos. A aparente insatisfação dos psicólogos escolares com essa tendência,
bem como as dificuldades na utilização de modelos categoriais de diagnóstico em contexto escolar, têm dado origem
à progressiva implementação de modelos alternativos de avaliação e intervenção, principalmente de modelos Response
to Intervention, Curriculum-Based Measurement e Problem Solving. A controvérsia quanto à natureza verdadeiramente
alternativa desses modelos parece, no entanto, longe de se esgotar. Neste artigo são discutidas vantagens e limitações
dos diferentes modelos, de acordo com a melhor evidência disponível na literatura, e são ainda equacionadas as suas
implicações nas práticas da Psicologia Escolar. Practices in School Psychology seem to be increasingly restricted to referrals/diagnosis of children for the sub-system
of special education instead of being focused on the design and implementation of interventions for students with
specific problems. The apparent dissatisfaction of school psychologists with this trend and the difficulties dealing with
categorical diagnostic models within the school context have stimulated a movement toward the implementation of
alternative assessment and intervention models, such as Response to Intervention, Curriculum-Based Measurement
and Problem-Solving. However, the controversy about the true alternative nature of these models seems far from
being exhausted. The aim of this paper is to discuss the benefits and limitations of the different models according to
the best evidence available. We also consider the implications for practices in School PsychologyPractices in School Psychology seem to be increasingly restricted to referrals/diagnosis of children for the sub-system
of special education instead of being focused on the design and implementation of interventions for students with
specific problems. The apparent dissatisfaction of school psychologists with this trend and the difficulties dealing with
categorical diagnostic models within the school context have stimulated a movement toward the implementation of
alternative assessment and intervention models, such as Response to Intervention, Curriculum-Based Measurement
and Problem-Solving. However, the controversy about the true alternative nature of these models seems far from
being exhausted. The aim of this paper is to discuss the benefits and limitations of the different models according to
the best evidence available. We also consider the implications for practices in School Psychology(undefined
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