Monitorização com base no currículo em escolas inclusivas em Portugal: implicações para a aprendizagem da leitura

Autores

  • Leonor Chaveiro Duarte Ribeiro Universidade do Minho,
  • Ana Paula Loução Martins Universidade do Minho
  • José Carlos Morgado Universidade do Minho

DOI:

https://doi.org/10.1590/S1678-4634202450274887

Palavras-chave:

Leitura, Dificuldades de aprendizagem específicas na leitura, Risco educacional, Inclusão educacional, Currículo

Resumo

Esta investigação teve como objetivos conhecer as características dos resultados de uma monitorização-com-base-no-currículo para a leitura, analisar o impacto das variáveis agrupamento de escola e dificuldades de aprendizagem específicas na leitura (dislexia) e identificar a diversidade de perfis de grupos de leitura na sala de aula. Os dados foram recolhidos num Distrito do Centro Litoral de Portugal, junto de 720 estudantes do quarto ano de escolaridade do Ensino Básico, através de duas provas de triagem universal da leitura e uma grelha de caracterização de turmas. A análise descritiva de dados indica que, em média, foram lidas corretamente por minuto 88 palavras e escolhidas 9,67 palavras corretamente em dois minutos, com uma média de precisão de leitura oral de 95%. A análise de Clusters permitiu identificar três perfis de leitura: 17,40% da amostra com resultados médios abaixo do percentil dez, 46,30% situados entre os percentis 41 e 47 e, por fim, 36,40% situados acima do percentil 80 na leitura oral e na compreensão da leitura. A análise de dados qualitativos revela que, na leitura oral de textos, os erros mais frequentes foram as substituições de palavras, seguindo-se a incorreta pronúncia e as omissões. Por fim, a análise inferencial mostra que as variáveis agrupamento e dislexia tiveram impacto significativo nos resultados. O conhecimento da diversidade de perfis de leitura de uma sala inclusiva permite apoiar a comunidade educativa na tomada de decisões educacionais e na promoção de sistemas multinível pró-ativos em situações de risco na aprendizagem da leitura.

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Publicado

2024-12-13

Como Citar

Monitorização com base no currículo em escolas inclusivas em Portugal: implicações para a aprendizagem da leitura. (2024). Educação E Pesquisa, 50, e274887. https://doi.org/10.1590/S1678-4634202450274887