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Advisor(s)
Abstract(s)
Resumo
O presente Projeto de Investigação incide sobre a literacia e tem como propósito ensinar a ler e escrever uma criança com Perturbação do Desenvolvimento Intelectual (PDI).
Esta Investigação-Ação (IA) tem como principal objetivo perceber em que medida a utilização do método das 28 palavras promove o desenvolvimento de competências de leitura e de escrita numa criança do 1º Ciclo do Ensino Básico, que apresenta Perturbação do Desenvolvimento Intelectual
Como forma de intervenção delineou-se um plano que envolvia um conjunto de atividades realizadas durante o terceiro período, nas quais a criança experienciou a leitura e a escrita através do contacto e do trabalho com diversos materiais escritos. Através da presente Investigação-Ação o objetivo é também refletir sobre a temática da PDI e, por outro lado, conhecer o impacto/influência da implementação do método das 28 palavras em crianças com PDI. Por esta razão, pareceu-nos importante formular duas questões que fundamentaram neste estudo:
I) Que competências de leitura e de escrita podem, através do método das 28 palavras, ser desenvolvidas numa criança que apresenta PDI?
II) Qual a influência/impacto da implementação do método das 28 palavras na aprendizagem da leitura e da escrita em crianças que apresentam PDI?
As questões centrais da presente investigação foram desdobradas em duas subquestões de modo a identificar a natureza da informação a pesquisar:
I) Como desenvolver a consciência fonológica numa criança com PDI?
II) Em que medida a promoção de estratégias e atividades que envolvem a leitura e a escrita funcional facilitam o desenvolvimento da autonomia da criança com PDI?
Trata-se de um estudo de natureza exploratória, com caráter qualitativo de caso único, não sendo possível a sua replicação, nem generalização.
Verificámos melhorias significativas no que diz respeito à compreensão e interpretação da informação lida, uma vez que a criança, no final do estudo, ainda necessita de apoio gráfico para concretizar as tarefas.
Todavia foi possível observar progressos nas competências de leitura na aluna objeto de estudo, de forma particular ao nível da decifração do código escrito. Além disso, verificou-se um aumento do nível de autoestima e uma maior inclusão da aluna, nomeadamente através de uma maior participação nas atividades realizadas na turma.
Abstract This research project focuses on literacy and aims to teach reading and writing to a child with Intellectual Development Disorder (IDP). The purpose of this Research Action (AI) is to understand to what extent the use of the 28 word method promotes the development of reading and writing skills in a child in the 1st cycle of Basic Education, who presents Intellectual Development Disorder As a form of intervention, a plan was drawn up that involved a set of activities during the third period, in which the child experienced and conceptualized reading and writing through contact and work with various written materials. Through the present Research-Action the objective is to reflect about the PDI and, on the other hand, to know the impact / influence of the implementation of the method of the 28 words in children with PDI. For this reason, it seemed important to us to formulate two questions that we base and analyze in this study: I) What reading and writing skills can be developed, using the 28-word method, in a child with IDPs? II) What is the influence / impact of the implementation of the 28-word method in reading and writing learning in children with IDPs? The central questions of the present investigation were divided into two sub-questions in order to identify the nature of the information to be investigated: I) How to develop phonological awareness in a child with IDP? II) To what extent does the promotion of strategies and activities involving reading and functional writing facilitate the development of the autonomy of children with IDPs? This is an exploratory study, with a qualitative character of a single case, not being possible its replication, nor generalization. We have seen significant improvements in the understanding and interpretation of the information read, since the child still needs graphic support to accomplish the tasks. However, it was possible to observe progress in reading skills in the intervention student, particularly in the deciphering of the written code. In addition, there was an increase in the level of self-esteem and a greater inclusion of this student, namely through a greater participation in the activities carried out in the class.
Abstract This research project focuses on literacy and aims to teach reading and writing to a child with Intellectual Development Disorder (IDP). The purpose of this Research Action (AI) is to understand to what extent the use of the 28 word method promotes the development of reading and writing skills in a child in the 1st cycle of Basic Education, who presents Intellectual Development Disorder As a form of intervention, a plan was drawn up that involved a set of activities during the third period, in which the child experienced and conceptualized reading and writing through contact and work with various written materials. Through the present Research-Action the objective is to reflect about the PDI and, on the other hand, to know the impact / influence of the implementation of the method of the 28 words in children with PDI. For this reason, it seemed important to us to formulate two questions that we base and analyze in this study: I) What reading and writing skills can be developed, using the 28-word method, in a child with IDPs? II) What is the influence / impact of the implementation of the 28-word method in reading and writing learning in children with IDPs? The central questions of the present investigation were divided into two sub-questions in order to identify the nature of the information to be investigated: I) How to develop phonological awareness in a child with IDP? II) To what extent does the promotion of strategies and activities involving reading and functional writing facilitate the development of the autonomy of children with IDPs? This is an exploratory study, with a qualitative character of a single case, not being possible its replication, nor generalization. We have seen significant improvements in the understanding and interpretation of the information read, since the child still needs graphic support to accomplish the tasks. However, it was possible to observe progress in reading skills in the intervention student, particularly in the deciphering of the written code. In addition, there was an increase in the level of self-esteem and a greater inclusion of this student, namely through a greater participation in the activities carried out in the class.
Description
Projeto de Intervenção apresentado à Escola Superior de Educação de
Lisboa para a obtenção do grau de Mestre em Ciências de Educação,
Especialidade Educação Especial- Problemas de Cognição e
Multideficiência
Keywords
Literacia Perturbação do desenvolvimento intelectual Aprendizagem da leitura Método da leitura das 28 palavras Leitura Escrita funcional Aprendizagem da escrita Literacy Disruption of intellectual development Learning reading and Writing Learning writing Method of the 28 words Reading and functional writing
Citation
Coelho, E. M. S. (2018). Aprendizagem da leitura e da escrita numa criança com perturbação do desenvolvimento intelectual: o contributo do método das 28 palavras (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/9917