Relação entre desempenho infantil em linguagem escrita e percepção do professor Children’s performance in written language and teacher’s perception

dc.creator	Jerusa Fumagalli de Salles
dc.creator	Maria Alice Mattos Pimenta Parente
dc.date	2007-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:07:57Z
dc.date.available	2015-07-20T22:07:57Z
dc.identifier	10.1590/S0100-15742007000300009
dc.identifier	0100-1574
dc.identifier	https://doaj.org/article/f1fe510079d24f78b3577fb2de3a10ad
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/11616
dc.identifier.uri	https://doaj.org/article/f1fe510079d24f78b3577fb2de3a10ad
dc.description	Esta pesquisa teve como objetivo investigar a relação entre o desempenho em leitura e escrita de palavras e de texto de 110 crianças de 2ª série de escolas públicas e o julgamento do professor sobre tais habilidades. Foram encontradas correlações significativas entre o desempenho dos alunos e a percepção do professor sobre essas habilidades. A avaliação do professor sobre a competência em leitura do aluno ao final do ano letivo mostrou-se um fator sensível na determinação de diferenças de desempenho dos alunos. Apesar das correlações positivas encontradas, houve algumas discrepâncias entre o julgamento do professor e as avaliações. O estudo sugere que o professor tem um conhecimento que o habilita a classificar as habilidades de leitura e escrita de seus alunos de forma relacionada ao desempenho deles, do ponto de vista da avaliação com base na psicologia cognitiva.<br>The aim of this study is to investigate the relationship between the performance of 110 second-grade public school children in reading and writing words and texts and the teacher’s judgement of such skills. Significant correlations between students’ performance and teachers’ perception of these skills were found. The teacher’s assessment of students’ reading competence at the end of the academic year proved to be a crucial factor in establishing the differences of students’ performance. Although some positive correlations were found, there were some discrepancies between the teacher’s judgement and the evaluations. The study suggests that the teacher has the knowledge that enables him/her to rate the reading and writing skills of his/her students in a way that is related to students’ performance, from the point of view of an evaluation based on cognitive psychology.
dc.language	Portuguese
dc.language	Spanish
dc.language	English
dc.publisher	Fundação Carlos Chagas
dc.relation	http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0100-15742007000300009
dc.relation	https://doaj.org/toc/0100-1574
dc.rights	CC BY-NC
dc.source	Cadernos de Pesquisa, Vol 37, Iss 132, Pp 687-709 (2007)
dc.subject	APRENDIZAGEM
dc.subject	LEITURA
dc.subject	ESCRITA
dc.subject	DESENVOLVIMENTO COGNITIVO
dc.subject	LEARNING
dc.subject	READING
dc.subject	WRITING
dc.subject	COGNITIVE DEVELOPMENT
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Relação entre desempenho infantil em linguagem escrita e percepção do professor Children’s performance in written language and teacher’s perception
dc.type	Article