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- Identifying risk in reading and writing in the 2nd year of schooling: a study in northern portugal in the context of the covid-19 pandemicPublication . Vaz, Paula Marisa Fortunato; Gonçalves, Vitor; Teixeira, CarlosThe present work falls within the scope of the "Promoting Reading and Writing" Project, implemented from 2018 to 2021 in 11 school groupings of the Intermunicipal Community of Terras de Trás-os-Montes (CIM-TTM). This project pursued objectives such as: (1) screening the students of the first four years of schooling in order to detect risk in the learning of reading and writing skills of the children involved, at an early stage of the school year; (2) training the respective teachers in the teaching of reading and writing with a view to improving their classroom practices, in order to contribute to the success of all their students in these skills. We now present the quantitative results obtained by the 2nd year classes (N= 559) of the eleven clusters in the screening carried out in the school year 2020/2021 (in the middle of the Covid-19 pandemic and after months of distance learning), as well as the reflection and capacity building work done with the teachers involved, in the context of a webinar and specific sessions in which different digital technologies (namely Storyjumper and Vizia.co) were used to develop reading and writing activities. For this screening, the data collection tool used was the “Conhecer Atuar e Mudar (CAM) tests - Version 3 (2020)” that allow the classification of students "at risk" vs "no risk", based on a cut-off point. The 2nd grade tests assess: letter and syllable recognition, listening comprehension, word reading fluency, grammar and word dictation. After the analysis of results, using descriptive statistics, it was possible to observe, as regards letter recognition, that 0.89% (n=5) of the students identified between 0 and 10 letters, 4.65% (n=26) of the students identified between 11 and 19 letters and 94.45% (n= 528) of the students recognised between 20 and 23 letters. As for the recognition of syllables, 1.61% (n=9) of the students recognized from 0 to 10 syllables, 15.92% (n=89) of the students recognized from 11 to 28 syllables and 82.47% (n= 461) of the students recognized from 29 to 31 syllables (being that the total was 31 for identification). In listening comprehension, 18.25% (n= 102) students were identified as being at risk, in word reading fluency 27.55% (n= 154), in grammar 37.39% (n= 209) and in word dictation 42.93%. When analysed the cumulative risk it was found that 38.28% (n= 214) showed no risk in any area assessed and 22.36% (n= 125) was at risk in one area, 20.75% (n= 116) in two, 12.16% in three and 6.44% (n= 36) in four areas. It was concluded that: (i) most of the students assessed were not at risk at the level of letter and syllable recognition; (ii) most students were not at risk in the comprehension of heard texts, in word reading fluency, in grammar, nor in word dictation; (iii) the highest percentages of students at risk appear in word dictation, followed by grammar, highlighting that, in the case of word dictation, the value is close to half of students; (iv) most students are at risk in at least one of the four skills mentioned. We stress the importance of a close look at the students who, not being in the majority group, are at risk in one or more of the skills assessed. It should be noted that these students are the focus of our work with the teachers involved in this project.
- Identifying risk in reading and writing in the 2nd year of schooling: a study in Northern Portugal in the context of the covid-19 pandemicPublication . Vaz, Paula Marisa Fortunato; Gonçalves, Vitor; Teixeira, CarlosThe present work falls within the scope of the "Promoting Reading and Writing" Project, implemented from 2018 to 2021 in 11 school groupings of the Intermunicipal Community of Terras de Trás-os-Montes (CIM-TTM). This project pursued objectives such as: (1) screening the students of the first four years of schooling in order to detect risk in the learning of reading and writing skills of the children involved, at an early stage of the school year; (2) training the respective teachers in the teaching of reading and writing with a view to improving their classroom practices, in order to contribute to the success of all their students in these skills. We now present the quantitative results obtained by the 2nd year classes (N= 559) of the eleven clusters in the screening carried out in the school year 2020/2021 (in the middle of the Covid-19 pandemic and after months of distance learning), as well as the reflection and capacity building work done with the teachers involved, in the context of a webinar and specific sessions in which different digital technologies (namely Storyjumper and Vizia.co) were used to develop reading and writing activities. For this screening, the data collection tool used was the “Know, Act and Change (CAM) tests - Version 3 (2020)” that allow the classification of students "at risk" vs "no risk", based on a cut-off point. The 2nd grade tests assess: letter and syllable recognition, listening comprehension, word reading fluency, grammar and word dictation. After the analysis of results, using descriptive statistics, it was possible to observe, as regards letter recognition, that 0.89% (n=5) of the students identified between 0 and 10 letters, 4.65% (n=26) of the students identified between 11 and 19 letters and 94.45% (n= 528) of the students recognised between 20 and 23 letters. As for the recognition of syllables, 1.61% (n=9) of the students recognized from 0 to 10 syllables, 15.92% (n=89) of the students recognized from 11 to 28 syllables and 82.47% (n= 461) of the students recognized from 29 to 31 syllables (being that the total was 31 for identification). In listening comprehension, 18.25% (n= 102) students were identified as being at risk, in word reading fluency 27.55% (n= 154), in grammar 37.39% (n= 209) and in word dictation 42.93%. When analysed the cumulative risk it was found that 38.28% (n= 214) showed no risk in any area assessed and 22.36% (n= 125) was at risk in one area, 20.75% (n= 116) in two, 12.16% in three and 6.44% (n= 36) in four areas. It was concluded that: (i) most of the students assessed were not at risk at the level of letter and syllable recognition; (ii) most students were not at risk in the comprehension of heard texts, in word reading fluency, in grammar, nor in word dictation; (iii) the highest percentages of students at risk appear in word dictation, followed by grammar, highlighting that, in the case of word dictation, the value is close to half of students; (iv) most students are at risk in at least one of the four skills mentioned. We stress the importance of a close look at the students who, not being in the majority group, are at risk in one or more of the skills assessed. It should be noted that these students are the focus of our work with the teachers involved in this project.
- Assessment of skills to facilitate the learning of reading and writing: a study in the 1st year of schooling in the context of the covid-19 pandemicPublication . Vaz, Paula Marisa Fortunato; Gonçalves, Vitor; Teixeira, CarlosThis paper presents the results of a quantitative study based on the assessment of competencies to facilitate the learning of reading and writing at the beginning of the 1st year of schooling. This study is part of the "Promoting Reading and Writing" project, which has been underway since 2018 in 11 school clusters of the Intermunicipal Community of Terras de Trás-os-Montes - Portugal. This project's main goals are to conduct screenings in the first four years of schooling to detect risks in the learning of reading and writing skills of the children involved, at an early stage of the school year and to train the respective teachers in the teaching of reading and writing to improve their classroom practices, in order to contribute to the success of all their students in these skills. In the screening carried out in the school year 2020/2021 (in the context of the Covid-19 Pandemic and after months of distance learning), 544 students from the eleven school clusters involved participated. The data collection tool used for this screening was the Know, Act and Change (Conhecer, Atuar e Mudar (CAM)) tests - Version 3 (2020) which, for the 1st year of schooling: (i) assesses knowledge of letters, (ii) identification of the final syllable, (iii) cultural knowledge of the printed word, (iv) identification of the initial phoneme and, consequently, (v) provides information on phonological awareness (identification of the final syllable plus identification of the initial phoneme). After the analysis of results, using descriptive statistics, it was possible to verify (based on data presented throughout the text) that regarding letter knowledge, most students were at the highest level of performance, and the data collected is in line with others that the team collected in previous years. As regards the identification of the final syllable, the results are not as good as in the previous item, with almost 40% (39.34%) of the scores obtained being in the two lowest levels ("very fragile" and "fragile. Regarding cultural knowledge of the printed word, 91.91% have no relevant difficulties in this competence, as they get between 7 and 12 answers right (12 being the maximum result). With regard to the identification of the initial phoneme, where more than half (51.47%) of the scores were placed in the two lowest levels, and phonological awareness, where 41% of the scores were placed in the same two levels, the greatest weakness in the area of these competences is evident. These results highlight that, on the one hand, no negative effect is visible from the changes forcibly introduced because of the Covid-19 Pandemic about letter knowledge and cultural knowledge of print. On the other hand, there is an added need for great attention and particular and intentional action in the development of phonological competence, remembering that this development is crucial for learning to read and write. The reflection and training with the teachers involved also included sessions whose objective was to work with different digital technologies (namely Storyjumper and vizia.com), from which they could develop reading and writing activities that promoted learning, in person or remotely. We would highlight yet the importance of professionals keeping a close eye on those students who are not in the majority group and who present a risk in one or more of the skills assessed. It is mainly to these students that our work with these teachers was directed.
- Identification of students at risk in reading, writing and grammar: a study with students from 3rd and 4th grades in northern PortugalPublication . Vaz, Paula Marisa Fortunato; Teixeira, Carlos; Gonçalves, VitorThe promotion of reading and writing has been a constant concern of the Portuguese government, through the financing of measures and projects for this purpose. In this context, the project «Promote Reading and Writing» has been developed since 2018, being implemented in 11 groups of schools in the Intermunicipal Community of Terras de Trás-os-Montes, with the aim of training educators and teachers of these groups, with a view to improving the teaching-learning practices of reading and writing with children in the beginning of formal learning, promoting the development of these skills. Thus, the objective on which this work is based emerges: early detection of reading and writing problems and, subsequently, developing a differentiated pedagogical action, able to promote the educational success of all students. This communication presents the results of a universal tracking carried out at an early stage of the 2020/2021 school year, with students from the 3rd (N=546) and 4th grades (N=610) of schooling in the 11 groups schools, to detect students at risk in reading, writing and grammar. To carry out this tracking, the “Know, Act and Change” (CAM) – Version 3 (2020) tests were used as a data collection instrument. The tracking was carried out by the teachers of each class, after prior training for administering the tests. Regarding the results, it was possible to observe that, in the 3rd grade, the data pointed to a risk situation in at least one of the areas involved in reading by 58.06% of the students and, in the 4th grade, this percentage was of 53.28%. It was observed that reading fluency was the competence in which the results obtained reveal the highest percentage of students at risk (36.26% and 35.90%, respectively), followed by the comprehension of listened texts (35.71% and 25.41%, respectively) and the understanding of texts read (21.25% and 19.34%, respectively). In writing, the data collected point to a risk situation of 48.35% of 3rd grade students and 41.15% of 4th grade students. This risk was mainly verified in the dictation of words component. The results referring to grammar indicated as being at risk 50.18% of the 3rd grade students and 48.36% of the 4th grade students. Therefore, it was concluded that: (i) More than half of 3rd and 4th grade students were reported to be at risk in at least one of the reading skills (mainly fluency); (ii) Less than half of the 3rd and 4th grade students evaluated obtained results that point to a risky situation in writing (especially in word dictation); (iii) Half of the 3rd grade students and almost half of the 4th grade students also obtained results that put them at risk in grammar. In the analysis of the results, we cannot ignore the fact that students who were assessed in the 3rd and 4th grades had been, in the previous academic year, part of the 2nd academic period without classes and the entire 3rd period in the distance learning modality, because of the COVID- 19 pandemic which, since March 2020, has caused strong constraints in Portuguese schools. Furthermore, the purpose of this tracking was not just to make a diagnosis, but above all to understand, at an early stage of the school year, which skills are even less developed and which students may be experiencing greater difficulties, seeking to support an action pedagogical aimed at learning and developing these same skills.
- Assessment of skills to facilitate the learning of reading and writing: a study in the 1st year of schooling in the context of the covid-19 pandemicPublication . Vaz, Paula Marisa Fortunato; Gonçalves, Vitor; Teixeira, CarlosThis paper presents the results of a quantitative study based on the assessment of competencies to facilitate the learning of reading and writing at the beginning of the 1st year of schooling. This study is part of the "Promoting Reading and Writing" project, which has been underway since 2018 in 11 school clusters of the Intermunicipal Community of Terras de Trás-os-Montes - Portugal. This project's main goals are to conduct screenings in the first four years of schooling to detect risks in the learning of reading and writing skills of the children involved, at an early stage of the school year and to train the respective teachers in the teaching of reading and writing to improve their classroom practices, in order to contribute to the success of all their students in these skills. In the screening carried out in the school year 2020/2021 (in the context of the Covid-19 Pandemic and after months of distance learning), 544 students from the eleven school clusters involved participated. The data collection tool used for this screening was the Know, Act and Change (Conhecer, Atuar e Mudar (CAM)) tests - Version 3 (2020) which, for the 1st year of schooling: (i) assesses knowledge of letters, (ii) identification of the final syllable, (iii) cultural knowledge of the printed word, (iv) identification of the initial phoneme and, consequently, (v) provides information on phonological awareness (identification of the final syllable plus identification of the initial phoneme). After the analysis of results, using descriptive statistics, it was possible to verify (based on data presented throughout the text) that regarding letter knowledge, most students were at the highest level of performance, and the data collected is in line with others that the team collected in previous years. As regards the identification of the final syllable, the results are not as good as in the previous item, with almost 40% (39.34%) of the scores obtained being in the two lowest levels ("very fragile" and "fragile. Regarding cultural knowledge of the printed word, 91.91% have no relevant difficulties in this competence, as they get between 7 and 12 answers right (12 being the maximum result). With regard to the identification of the initial phoneme, where more than half (51.47%) of the scores were placed in the two lowest levels, and phonological awareness, where 41% of the scores were placed in the same two levels, the greatest weakness in the area of these competences is evident. These results highlight that, on the one hand, no negative effect is visible from the changes forcibly introduced because of the Covid-19 Pandemic about letter knowledge and cultural knowledge of print. On the other hand, there is an added need for great attention and particular and intentional action in the development of phonological competence, remembering that this development is crucial for learning to read and write. The reflection and training with the teachers involved also included sessions whose objective was to work with different digital technologies (namely Storyjumper and vizia.com), from which they could develop reading and writing activities that promoted learning, in person or remotely. We would highlight yet the importance of professionals keeping a close eye on those students who are not in the majority group and who present a risk in one or more of the skills assessed. It is mainly to these students that our work with these teachers was directed.
- A aprendizagem da leitura: o desenvolvimento da compreensão leitoraPublication . Teixeira, Carlos; Correia, Alda Fernanda Peixoto AlvesNo presente artigo problematizam-se questões referentes à didática da leitura. Descreveremos e analisaremos uma sequência de atividades pedagógicas desenvolvida, com uma turma do 5.º ano de escolaridade. Apresentamos um estudo de caso, sustentado nos princípios que regem a metodologia da investigação-ação (I-A), em três fases: A (incidente crítico), B (desenvolvimento da ação) e C (reavaliação). Os resultados evidenciam que o professor tem um papel determinante no ensino explícito de estratégias de compreensão da leitura e demonstram que a aprendizagem de estratégias optimizadoras da compreensão do texto escrito se desenvolve mediante a realização de tarefas devidamente pensadas para o efeito. Abstract In this article, questions about reading didactics are discussed. We will describe and analyze a sequence of pedagogical activities developed, with a group of the 5th year of schooling. We present a case study, based on the principles governing the research-action methodology (IA), in three phases: A (critical incident), B (action development) and C (reevaluation). The results show that the teacher plays a decisive role in the explicit teaching of reading comprehension strategies and demonstrate that learning strategies optimizing the comprehension of written text develops through the execution of tasks properly designed for this purpose.English abstract. Two line spaces follow the abstract.
- Identification of students at risk in reading, writing and grammar: a study with students from 3rd and 4th grades in northern portugalPublication . Vaz, Paula Marisa Fortunato; Teixeira, Carlos; Gonçalves, VitorThe promotion of reading and writing has been a constant concern of the Portuguese government, through the financing of measures and projects for this purpose. In this context, the project «Promote Reading and Writing» has been developed since 2018, being implemented in 11 groups of schools in the Intermunicipal Community of Terras de Trás-os-Montes, with the aim of training educators and teachers of these groups, with a view to improving the teaching-learning practices of reading and writing with children in the beginning of formal learning, promoting the development of these skills. Thus, the objective on which this work is based emerges: early detection of reading and writing problems and, subsequently, developing a differentiated pedagogical action, able to promote the educational success of all students. This communication presents the results of a universal tracking carried out at an early stage of the 2020/2021 school year, with students from the 3rd (N=546) and 4th years (N=610) of schooling in the 11 groups schools, to detect students at risk in reading, writing and grammar. To carry out this tracking, the “Know, Act and Change” (CAM) – Version 3 (2020) tests were used as a data collection instrument. The tracking was carried out by the teachers of each class, after prior training for administering the tests. Regarding the results, it was possible to observe that, in the 3rd year, the data pointed to a risk situation in at least one of the areas involved in reading by 58.06% of the students and, in the 4th year, this percentage was of 53.28%. It was observed that reading fluency was the competence in which the results obtained reveal the highest percentage of students at risk (36.26% and 35.90%, respectively), followed by the comprehension of listened texts (35.71% and 25.41%, respectively) and the understanding of texts read (21.25% and 19.34%, respectively). In writing, the data collected point to a risk situation of 48.35% of 3rd year students and 41.15% of 4th year students. This risk was mainly verified in the dictation of words component. The results referring to grammar indicated as being at risk 50.18% of the 3rd year students and 48.36% of the 4th year students. Therefore, it was concluded that: (i) More than half of 3rd and 4th grade students were reported to be at risk in at least one of the reading skills (mainly fluency); (ii) Less than half of the 3rd and 4th grade students evaluated obtained results that point to a risky situation in writing (especially in word dictation); (iii) Half of the 3rd year students and almost half of the 4th year students also obtained results that put them at risk in grammar. In the analysis of the results, we cannot ignore the fact that students who were assessed in the 3rd and 4th years had been, in the previous academic year, part of the 2nd academic period without classes and the entire 3rd period in the distance learning modality, because of the COVID-19 pandemic which, since March 2020, has caused strong constraints in Portuguese schools. Furthermore, the purpose of this tracking was not just to make a diagnosis, but above all to understand, at an early stage of the school year, which skills are even less developed and which students may be experiencing greater difficulties, seeking to support an action pedagogical aimed at learning and developing these same skills.