Neide de Brito Cunha

Relação entre a compreensão da leitura e a produção escrita em universitários

Some researches have demonstrated that a lot of undergraduates do not have the desirable competence in reading and writing skills. The aim of this study is to verify, among undergraduates, the relations between reading comprehension and writing production. The participants were 134 freshmen studying in the humanities, exact and natural sciences. A traditional Cloze text was used and some texts written by the students were analyzed in order to evaluate the correction in the use of orthography, verb and subject agreement, according to the Portuguese Language standard. The results showed that the poorer the reading comprehension the bigger the number of mistakes in grammatical rules, therefore confirming the relation between reading comprehension and writing. The Cloze technique was useful to detect at what level the readers are, bringing elements for either eventual intervention programs or pedagogical practices of faculty members that want to help their students to develop linguistic skills.

A relação entre vida acadêmica e a motivação para aprender em universitários

In this study we aim at identifying the relationship between academic life and motivation for learning by evaluating possible differences based on student’s sex, age and course. We assessed 239 students using the “Escala de Avaliacao da Vida Academica (EAVA) and the “Escala de Motivacao para Aprendizagem” (EMAPRE). The results indicated that the correlation between instruments were significant, being positive between learning goal and the student’s ability and negative for two factors: involvement in non-compulsory activities and conditions in academic performance. There was significant and positive correlation for the performance-approach goal between conditions for studying and academic achievement. Regarding performance-avoidance goal, there were significant positive correlations between the factors: commitment to the course, conditions for studying and academic performance. There were significant differences regarding student’s sex and course. Based on literature in the area, we discussed the results of the research.In this study we aim at identifying the relationship between academic life and motivation for learning by evaluating possible differences based on student’s sex, age and course. We assessed 239 students using the “Escala de Avaliação da Vida Acadêmica (EAVA) and the “Escala de Motivação para Aprendizagem” (EMAPRE). The results indicated that the correlation between instruments were significant, being positive between learning goal and the student’s ability and negative for two factors: involvement in non-compulsory activities and conditions in academic performance. There was significant and positive correlation for the performance-approach goal between conditions for studying and academic achievement. Regarding performance-avoidance goal, there were significant positive correlations between the factors: commitment to the course, conditions for studying and academic performance. There were significant differences regarding student’s sex and course. Based on literature in the area, we discussed the results of the research.

Validade por processo de resposta no teste de Cloze

Based in the response process validity evidence, this study explored quality of childrens mistakes on the Cloze test. The sample was composed by 266 children, boys and girls, aging from 8 to 13 years old, attending at the third and fourth grades of the elementary education of public and private schools of Sao Paulo, Brazil. Two protocols groups were formed: of the children with high and low means to construct a errors scale, for the least to most serious: blank, phonological, lexical, syntactic and semantic. The results showed that children with high means test presented lexical mistakes, while children with low means made semantic mistakes. Although the response process validity evidence was finding, by the homogeneously evaluation on the errors distribution types, its necessary to extend the knowledge of psychometric characteristics of the Cloze test.

Estudos de validade entre instrumentos que avaliam habilidades linguísticas

The aim of this study was to search for evidence of convergent validity between Evaluation Scale of Difficulties in Learning to Write, the Word Recognition Scale and the Cloze Test. Linguistic abilities were assessed using these specific instruments and other variables were also investigated, from the school grade to the recognition of evidence of criterion validity. In addition, the quality of children´s mistakes with regard to the Cloze test was analyzed according to the Evaluation Scale of Difficulties in Learning to Write, which classified the children into groups with and without learning difficulties. The sample was composed of 266 elementary school children in public, private and Social Service for Industry schools in Sao Paulo. The results only permitted us to find evidence of criterion validity with Word Recognition at the grade level. The analysis of correlation between the means of Word Recognition and the Cloze test, using the Evaluation Scale of Difficulties in Learning to Write categories, also indicated significant differences, suggesting convergent validity amongst the instruments.

Consciência metatextual: evidências de validade para instrumento de medida

El objetivo establecido en esta investigacion descriptivo-correlacional fue averiguar la consciencia metatextual a traves de un cuestionario especialmente disenado para este fin, analizando su validez por la relacion con medidas de comprension de lectura y el criterio de diferenciacion por nivel escolar. Participaron 315 alumnos del 3o al 5o ano de la ensenanza basica, de escuelas publicas, cuyas edades variaron de 8 a 13 anos, siendo 169 ninos. Los puntajes obtenidos con la medida de evaluacion de la consciencia metatextual (QACM) fueron convergentes con los de la comprension de lectura y el instrumento se mostro sensible para captar el desarrollo de los ninos en identificar los generos textuales con el avance de la escolaridad. De esa forma, el estudio fornecio evidencias de validez por la convergencia de constructos, identificada con base en las medidas relacionadas, como de criterio, distinguiendo los alumnos por su nivel de escolaridad.

TESTE DE CLOZE NO ENSINO FUNDAMENTAL: EVIDÊNCIAS DE VALIDADE DE CRITÉRIO

This research aimed at finding evidence of validity of criteria of a Cloze test for elementary school and identifying the reading level of the participants. 359 students from the 1st to 9 th years of public elementary school in the states of Parana and Sao Paulo participated. The Cloze test in its traditional version was collectively applied, where all fifth words are omitted. The text presented approximately 103 words and 15 omissions. The results indicated that as there is progress in the school year there is also a gradual increase in the Cloze test scores, and the difference between the school years was statistically significant. The discussion of the data points to the possibility of using the Cloze test as a measure to assess reading comprehension in elementary school students

Effectiveness of an Intervention Program for Linguistics Skill Development

espanolResumen: La importancia del lenguaje y de su ensenanza formal durante la fase escolar inicial ha motivado estudios que buscan alternativas para implementarlas con exito. Bajo esa perspectiva, este estudio tuvo como objetivo verificar los efectos de un programa de intervencion en las habilidades linguisticas evaluadas. Participaron estudiantes del sexto grado de la escuela primaria, evaluados respecto a la comprension de lectura, la grafia, el reconocimiento de palabras y la consciencia metatextual. Se llevo a cabo un programa de intervencion con 103 de ellos, divididos en grupos experimentales y de control. Los grupos experimentales participaron de 10 sesiones, que incluyeron el uso de la tecnica de Cloze gradual en textos de generos textuales diversos, con los que se pretendio, ademas del desarrollo de la comprension lectora, tambien el desarrollo de la consciencia metatextual. Los analisis indicaron la superioridad del GE en comparacion con el GC en el post-test. Se sugiere llevar a cabo nuevos estudios para permitir la generalizacion de los resultados. EnglishAbstract: The importance of language and its formal instruction during the initial school phase has stimulated studies that seek options to implement them successfully. From this perspective, this study aimed to verify the effects of an intervention program on the language skills assessed. The participants were sixth-grade elementary school students evaluated in reading comprehension, spelling, word recognition and metatextual awareness. The intervention program was performed with 103 students, divided into experimental (EG) and control groups (CG). The experimental group attended 10 sessions, which included the use of gradual Cloze technique in texts of various textual genres, which were intended to develop the reading comprehension and the development of metatextual awareness. Analyses indicated the superiority of EG over the CG in the post-test. New studies are needed to permit the generalization of the results. portuguesResumo: A importância da linguagem e de seu ensino formal durante a fase escolar inicial tem motivado estudos que procuram alternativas para implementa-las com sucesso. Sob essa perspectiva, o presente estudo objetivou verificar os efeitos de um programa de intervencao sobre as habilidades linguisticas avaliadas. Os participantes foram alunos do 6o ano do ensino fundamental, avaliados quanto a compreensao de leitura, a grafia, ao reconhecimento de palavras e a consciencia metatextual. Foi realizado um programa de intervencao com 103 deles, separados em grupo experimental (GE) e de controle (GC). O grupo experimental participou de 10 sessoes, usando a tecnica de Cloze gradual em textos de generos textuais diversos, por meio dos quais pretendeu-se, alem do desenvolvimento da compreensao de leitura, tambem o desenvolvimento da consciencia metatextual. As analises indicaram superioridade do GE sobre o GC no pos-teste. Sugere-se a realizacao de novos estudos para permitir a generalizacao dos resultados.

The relationship between academic life and motivation for learning in college

In this study we aim at identifying the relationship between academic life and motivation for learning by evaluating possible differences based on student’s sex, age and course. We assessed 239 students using the “Escala de Avaliacao da Vida Academica (EAVA) and the “Escala de Motivacao para Aprendizagem” (EMAPRE). The results indicated that the correlation between instruments were significant, being positive between learning goal and the student’s ability and negative for two factors: involvement in non-compulsory activities and conditions in academic performance. There was significant and positive correlation for the performance-approach goal between conditions for studying and academic achievement. Regarding performance-avoidance goal, there were significant positive correlations between the factors: commitment to the course, conditions for studying and academic performance. There were significant differences regarding student’s sex and course. Based on literature in the area, we discussed the results of the research.In this study we aim at identifying the relationship between academic life and motivation for learning by evaluating possible differences based on student’s sex, age and course. We assessed 239 students using the “Escala de Avaliação da Vida Acadêmica (EAVA) and the “Escala de Motivação para Aprendizagem” (EMAPRE). The results indicated that the correlation between instruments were significant, being positive between learning goal and the student’s ability and negative for two factors: involvement in non-compulsory activities and conditions in academic performance. There was significant and positive correlation for the performance-approach goal between conditions for studying and academic achievement. Regarding performance-avoidance goal, there were significant positive correlations between the factors: commitment to the course, conditions for studying and academic performance. There were significant differences regarding student’s sex and course. Based on literature in the area, we discussed the results of the research.

La relación entre vida académica y la motivación para aprender en universitarios

In this study we aim at identifying the relationship between academic life and motivation for learning by evaluating possible differences based on student’s sex, age and course. We assessed 239 students using the “Escala de Avaliacao da Vida Academica (EAVA) and the “Escala de Motivacao para Aprendizagem” (EMAPRE). The results indicated that the correlation between instruments were significant, being positive between learning goal and the student’s ability and negative for two factors: involvement in non-compulsory activities and conditions in academic performance. There was significant and positive correlation for the performance-approach goal between conditions for studying and academic achievement. Regarding performance-avoidance goal, there were significant positive correlations between the factors: commitment to the course, conditions for studying and academic performance. There were significant differences regarding student’s sex and course. Based on literature in the area, we discussed the results of the research.In this study we aim at identifying the relationship between academic life and motivation for learning by evaluating possible differences based on student’s sex, age and course. We assessed 239 students using the “Escala de Avaliação da Vida Acadêmica (EAVA) and the “Escala de Motivação para Aprendizagem” (EMAPRE). The results indicated that the correlation between instruments were significant, being positive between learning goal and the student’s ability and negative for two factors: involvement in non-compulsory activities and conditions in academic performance. There was significant and positive correlation for the performance-approach goal between conditions for studying and academic achievement. Regarding performance-avoidance goal, there were significant positive correlations between the factors: commitment to the course, conditions for studying and academic performance. There were significant differences regarding student’s sex and course. Based on literature in the area, we discussed the results of the research.