Desempenho em tarefas de leitura e escrita de alunos surdos do 1º Ciclo do Ensino Básico ao nível do Português L2

J. Santos, Fernanda Horta, Amanda Grade
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Abstract

The article aims to understand how academic research expresses in their productions speeches about the bodies of women said to have intellectual disabilities. The literature has found substantial delays in reading and writing skills in deaf children, but it is scarce regarding the Portuguese language. The present study aimed to characterize a sample of Portuguese deaf students (3 boys, 4 girls, ages 11 to 12) in terms of degree of deafness, age of diagnosis, time of use of prostheses or implants and age of admission in a specialized school; and to evaluate the competence of these students in the reading and writing in their second language. The students were submitted to a battery composed of 6 tasks, evaluated word decoding, image-word matching, compliance with written instructions, subtitling of images, understanding a written narrative, and producing a written narrative. Large discrepancies were observed in all independent variables. As for the dependent ones, the understanding and the production of a written narrative were the competences in which the students revealed greater difficulties. Intervention strategies should focus on improving reading comprehension, focusing not only on basic skills, ensuring adequate knowledge of the vocabulary used in a specific story, but also on more complex skills, scalping its structure and training inference skills at a global level. The data revealed can be an important contribution, insofar as the identification of strong and weak areas can allow an adjustment of objectives, methods and / or strategies that effectively meet their real needs.
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小学第一阶段葡萄牙语第二阶段聋人学生的阅读和写作任务表现
本文旨在了解学术研究如何在他们的作品中表达关于据说有智力残疾的女性身体的演讲。文献已经发现聋儿在阅读和写作技能上有很大的延迟,但关于葡萄牙语的文献却很少。本研究旨在描述一组葡萄牙失聪学生(3名男孩,4名女孩,年龄11至12岁)的特征,包括耳聋程度、诊断年龄、使用假体或植入物的时间和进入专门学校的年龄;并评估这些学生的第二语言阅读和写作能力。学生们被提交到一个由6个任务组成的测试中,评估单词解码、图像-单词匹配、遵守书面指示、给图像加上字幕、理解书面叙述以及写出书面叙述。所有自变量均存在较大差异。对于依赖型,学生在理解和写出书面叙述的能力上表现出较大的困难。干预策略应侧重于提高阅读理解能力,不仅关注基本技能,确保对特定故事中使用的词汇有足够的了解,而且关注更复杂的技能,剥离其结构,并在全球层面上训练推理能力。所公布的数据可以是一项重要贡献,因为确定强弱领域可以使目标、方法和(或)战略得以调整,有效地满足它们的实际需要。
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10 weeks
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