Camila Akemi Karino

Leitura recombinativa de pseudopalavras impressas em pseudoalfabeto: similaridade entre palavras e extensão da unidade ensinada

Controle discriminativo por elementos textuais e requisito para a leitura de palavras novas (leitura recombinativa). Este estudo empregou pseudopalavras ditadas e impressas em pseudo-alfabeto para avaliar os efeitos da similaridade entre palavras e da extensao da unidade textual ensinada sobre o desenvolvimento de leitura recombinativa. No Experimento 1 universitarios aprenderam relacoes condicionais entre pseudopalavras ditadas e impressas que diferiam das incorretas em 25% ou 75% dos elementos. No Experimento 2 outros universitarios aprenderam a relacionar letras ou silabas ditadas as correspondentes modalidades impressas e subsequentemente aprenderam relacoes envolvendo pseudopalavras. A aquisicao das discriminacoes foi mais rapida na Condicao Diferenca 75%; a leitura recombinativa dependeu da quantidade de palavras ensinadas (Exp.1). A leitura foi mais precisa apos a aprendizagem de silabas, mas ocorreu mais recombinacao apos a aprendizagem de letras (Exp. 2). Combinar o ensino de palavras dissimilares e de unidades menores que a palavra pode acelerar a leitura recombinativa.

Ansiedade em situações de prova: evidências de validade de duas escalas

Competition, social and personal demands, and the possibility of failure are all factors that might turn examination situations into stressful and anxiety-inducing events. The purpose of the present study was to provide two Brazilian assessment instruments of anxiety in examination contexts and to demonstrate evidence of their validity. A sample of 1,878 high school students from public and private schools in Brasilia participated in this study. Two instruments of anxiety were developed: the Testing Anxiety Inventory (IAP) measuring four anxiety dimensions, and the IAIEC assessing internally and externally caused anxiety. The findings indicate that both instruments have an adequate factor structure and a good internal consistency. Moreover, correlational analysis with other instruments of anxiety suggests evidence of an adequate convergent validity with correlations varying between .31 and .72. The implications of the present study are noteworthy in clinical, social and academic contexts.

Evidências de validade convergente do SON-R 2½-7[a] com o WPPSI-III e WISC-III

An adequate validation process is fundamental to ensure sound interpretations of test results. Thus, this study aimed to investigate the convergent validity of the SON-R 2½-7[a] with the WPPSI-III and the WISC-III. The test is an abridged edition of the SON-R 2½-7, a Dutch non-verbal intelligence test, with normatization and validation studies done in several European countries. A total of 109 children from three Brazilian states participated in the study. The correlations of the SON-R 2½-7[a] with the WPPSI-III and with the WISC-III were .75 and .69, respectively. The validation coefficients encountered are very similar to the ones found in studies with the SON-R 2½-7 in other countries. The results imply a satisfactory convergent validity of the SON-R 2½-7[a].

Fatores Associados ao Desempenho em Matemática no Ensino Fundamental no Brasil

Several studies have indicated that student performance is strongly influenced by school context. Within this frame of reference, the present study sought to identify contextual variables that affect proficiency in mathematics taking the multilevel structure of schools into consideration. The information of 4,338,885 students who participated in the Brazilian national assessment of educational progress of 2009 was used. Multilevel analysis showed an intra-class correlation of .27 and .19 for the 5th grade of elementary school and 9th grade of middle school, the last year of middle school. In both models, more than 50% of school level variance and more than 11% of the variance on student level was explained. The final model is composed of control variables, 13 student level variables, 9 school level variables, and random and interaction effects. The results contribute to a better comprehension of factors that affect school performance, which permits the orientation of public policies.

Factores Asociados al Desempeño de Matemáticas en la Enseñanza Primaria en Brasil

Several studies have indicated that student performance is strongly influenced by school context. Within this frame of reference, the present study sought to identify contextual variables that affect proficiency in mathematics taking the multilevel structure of schools into consideration. The information of 4,338,885 students who participated in the Brazilian national assessment of educational progress of 2009 was used. Multilevel analysis showed an intra-class correlation of .27 and .19 for the 5th grade of elementary school and 9th grade of middle school, the last year of middle school. In both models, more than 50% of school level variance and more than 11% of the variance on student level was explained. The final model is composed of control variables, 13 student level variables, 9 school level variables, and random and interaction effects. The results contribute to a better comprehension of factors that affect school performance, which permits the orientation of public policies.

Factors Associated with Mathematics Performance in Brazilian Basic Education

Several studies have indicated that student performance is strongly influenced by school context. Within this frame of reference, the present study sought to identify contextual variables that affect proficiency in mathematics taking the multilevel structure of schools into consideration. The information of 4,338,885 students who participated in the Brazilian national assessment of educational progress of 2009 was used. Multilevel analysis showed an intra-class correlation of .27 and .19 for the 5th grade of elementary school and 9th grade of middle school, the last year of middle school. In both models, more than 50% of school level variance and more than 11% of the variance on student level was explained. The final model is composed of control variables, 13 student level variables, 9 school level variables, and random and interaction effects. The results contribute to a better comprehension of factors that affect school performance, which permits the orientation of public policies.

Anxiety in examination contexts: validity evidence of two scales

Competition, social and personal demands, and the possibility of failure are all factors that might turn examination situations into stressful and anxiety-inducing events. The purpose of the present study was to provide two Brazilian assessment instruments of anxiety in examination contexts and to demonstrate evidence of their validity. A sample of 1,878 high school students from public and private schools in Brasilia participated in this study. Two instruments of anxiety were developed: the Testing Anxiety Inventory (IAP) measuring four anxiety dimensions, and the IAIEC assessing internally and externally caused anxiety. The findings indicate that both instruments have an adequate factor structure and a good internal consistency. Moreover, correlational analysis with other instruments of anxiety suggests evidence of an adequate convergent validity with correlations varying between .31 and .72. The implications of the present study are noteworthy in clinical, social and academic contexts.

Ansiedad en situaciones de prueba: evidencias de validez de dos escalas

Competition, social and personal demands, and the possibility of failure are all factors that might turn examination situations into stressful and anxiety-inducing events. The purpose of the present study was to provide two Brazilian assessment instruments of anxiety in examination contexts and to demonstrate evidence of their validity. A sample of 1,878 high school students from public and private schools in Brasilia participated in this study. Two instruments of anxiety were developed: the Testing Anxiety Inventory (IAP) measuring four anxiety dimensions, and the IAIEC assessing internally and externally caused anxiety. The findings indicate that both instruments have an adequate factor structure and a good internal consistency. Moreover, correlational analysis with other instruments of anxiety suggests evidence of an adequate convergent validity with correlations varying between .31 and .72. The implications of the present study are noteworthy in clinical, social and academic contexts.

Funcionamento diferencial dos itens do teste não-verbal de inteligência SON-R 2½-7[a]

The presence of a considerable amount of items with differential functioning can make a test less valid. Therefore, the existence of Differential Item Functioning (DIF) in the intelligence test SON-R 2½-7[a] was investigated. This is the abridged edition of the SON-R 2½-7 with normatization and validation studies realized in various European countries. The data of the Brazilian normatization sample of 1,200 children were used to verify the presence of DIF in relation to gender and region using the IRT method. Of a total of 60 items, 5 items were indicated as having DIF for gender and 13 items as having DIF between regions. It was concluded that the majority of the items were adequate, which makes the use of the test feasible in a national context.

Recombinative reading of pseudo-words printed with a pseudo-alphabet: similarity between words and teaching unit size

Controle discriminativo por elementos textuais e requisito para a leitura de palavras novas (leitura recombinativa). Este estudo empregou pseudopalavras ditadas e impressas em pseudo-alfabeto para avaliar os efeitos da similaridade entre palavras e da extensao da unidade textual ensinada sobre o desenvolvimento de leitura recombinativa. No Experimento 1 universitarios aprenderam relacoes condicionais entre pseudopalavras ditadas e impressas que diferiam das incorretas em 25% ou 75% dos elementos. No Experimento 2 outros universitarios aprenderam a relacionar letras ou silabas ditadas as correspondentes modalidades impressas e subsequentemente aprenderam relacoes envolvendo pseudopalavras. A aquisicao das discriminacoes foi mais rapida na Condicao Diferenca 75%; a leitura recombinativa dependeu da quantidade de palavras ensinadas (Exp.1). A leitura foi mais precisa apos a aprendizagem de silabas, mas ocorreu mais recombinacao apos a aprendizagem de letras (Exp. 2). Combinar o ensino de palavras dissimilares e de unidades menores que a palavra pode acelerar a leitura recombinativa.