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1.
J. optom. (Internet) ; 17(2): [100495], Abr-Jun, 2024. graf, tab
Artigo em Inglês | IBECS | ID: ibc-231628

RESUMO

Purpose: This systematic review evaluates current literature on the impact vision impairment has on reading and literacy levels within education. Methods: Six databases were searched with inclusion criteria of trials or studies involving children who are blind or vision impaired, and impact on academic or school performance – including reading and literacy. 1262 articles were identified, with 61 papers undergoing full screening. Quality appraisal was performed using Critical Appraisal Skills Program (CASP) and seven articles deemed eligible for inclusion. Results: Included articles achieved a quality score of over 70 % using the CASP checklists. Direct comparison of articles was not possible due to methodological differences in assessing reading and literacy levels. All seven studies investigated aspects of reading speed, with additional measures of reading performance, such as reading reserve, comprehension, and reading accuracy. Discussion: Underlying trends highlighted students with a vision impairment do not perform at same level as their normally sighted peers with respect to reading performance - in terms of speed, but not ability. Additionally, early intervention to enhance literacy skills may help improve educational outcomes. Future direction should be aimed at identifying specific obstacles to learning these students face and providing interventions to improve academic outcomes. (AU)


Assuntos
Humanos , Criança , Cegueira , Educação , Literatura , Leitura
2.
Pediatr. aten. prim ; 25(100): 377-387, Oct.-Dic. 2023. tab, graf
Artigo em Inglês, Espanhol | IBECS | ID: ibc-228825

RESUMO

Introducción: la promoción de hábitos de vida saludables es una práctica habitual entre los pediatras. Dentro de estos se encuentra la promoción de la lectura, que entraña numerosos beneficios para la infancia: estimula la actividad cerebral y su reserva cognitiva, aumenta la concentración y el desarrollo del lenguaje y permite trabajar las emociones. El objetivo de este estudio es conocer la realidad de la práctica de la promoción de la lectura desde las consultas de Pediatría, así como su relación con la vocación pediátrica (clínica, preventiva y social) y los entornos profesionales (residencia, hospital y Atención Primaria). Material y métodos: estudio transversal, descriptivo de ámbito nacional, mediante encuesta en línea a residentes de Pediatría, pediatras hospitalarios/as y de Atención Primaria llevado a cabo en marzo de 2022. Resultados: participaron 326 pediatras, un 16,8% hospitalarios/as, un 69,8% de Atención Primaria y 13,4% residentes de Pediatría. El 18,8% seleccionaron la vocación preventiva, el 60,8%, la clínica y el 20,5%, la social. Junto con una descripción detallada del tipo de actividades de promoción de la lectura que se realizan en nuestro país, los resultados mostraron, en primer lugar, que la vocación médica se relacionó con su mayor o menor realización (χ2(2) = 13,11, p <0,001), siendo los pediatras con vocación social los que informaron llevarlas a cabo en un mayor porcentaje. En segundo lugar, también el ámbito de trabajo apareció como un condicionante para la realización de estas actividades (χ2(2) = 19,0, p <0,001), que se llevan a cabo más frecuentemente en las consultas de Atención Primaria. Conclusiones: las actividades de promoción de la lectura son realizadas mayormente por los profesionales de Atención Primaria, en el marco de otras actividades de promoción de la salud, vinculadas principalmente con su mayor vocación por la Pediatría social. (AU)


Introduction: healthy lifestyle promotion is a common practice among paediatricians. Reading promotion is included in that practice. It has numerous benefits for children: it stimulates brain activity and cognitive reserve, improves concentration and language development and helps develop emotional skills.The aim of our study was to assess the implementation of reading promotion activities in real-world paediatric care practice, as well as its association with the underlying vocation for paediatrics (clinical, preventive or social) and the care setting (residency programme, hospital and primary care). Material and methods: cross-sectional, descriptive study of national scope through an online survey of paediatrics residents and hospital-based and primary care paediatricians carried out in March 2022. Results: 326 paediatricians participated, of who 16.8% worked in hospitals, 69.8% in primary care and were 13.4% paediatrics residents. Of this total, 18.8% reported a vocation for preventive care, 60.8% for clinical work and 20.5% for social paediatrics. In addition to carrying a detailed descriptive analysis of the type of reading promotion activities carried out in Spain, we found, firstly, that the vocation for medical practice was associated to the frequency of reading promotion (χ2(2)=13.11; p<0.001), with a higher proportion of paediatricians with a social vocation reporting performance of these activities. Secondly, the care setting also seemed to be a determining factor for the performance of these activities (χ2(2)=19.0; p<0.001), which were conducted more frequently in the primary care setting. Conclusion: activities to promote reading are carried out mainly by primary care professionals within the framework of other health promotion work, and their performance was mainly associated with the greater proportion of primary care professionals with a vocation for social paediatrics. (AU)


Assuntos
Humanos , Masculino , Feminino , Adulto , Pessoa de Meia-Idade , Desenvolvimento Infantil , Leitura , Pediatria/educação , Atenção Primária à Saúde , Estudos Transversais , Epidemiologia Descritiva
3.
Rev. logop. foniatr. audiol. (Ed. impr.) ; 43(4): [100299], Oct-Dic, 2023. ilus, tab, graf
Artigo em Espanhol | IBECS | ID: ibc-227231

RESUMO

La tartamudez persistente se define por la permanencia de las disfluencias y la presencia de factores cognitivos, conductuales y comunicativos que contribuyen a mantenerla y agravarla. Por tanto, su tratamiento clínico debe centrarse en mejorar la fluidez del habla, asegurar la generalización del nuevo patrón prosódico y manejar los pensamientos disfuncionales y las conductas de evitación social y comunicativa que ayudan a mantener el problema y provocan una pérdida significativa de calidad de vida. Objetivo: Medir la eficacia de un tratamiento estandarizado para pacientes adultos con tartamudez persistente centrado en la fluidez de habla y en los aspectos psicológicos implicados. Material y métodos: Estudio clínico analítico de los resultados de la intervención. Se realizó una evaluación de todos los aspectos implicados en la tartamudez persistente mediante instrumentos validados y registro de habla. Se aplicó el protocolo de un tratamiento para tartamudez crónica. Resultados: Se evaluó la fluidez del habla en muestras de habla espontánea y lectura y las subescalas del cuestionario OASES de cinco pacientes con tartamudez de entre 21 y 25años. El tratamiento redujo el porcentaje de sílabas tartamudeadas en todos los casos, tanto en habla como en lectura, así como una reducción de las puntuaciones en todas las subescalas del OASES. Conclusión: Los resultados clínicos obtenidos indican eficacia del protocolo empleado para la modificación de la frecuencia de tartamudeos y de otros fenómenos asociados. Se exponen algunas consideraciones de interés para los terapeutas de la tartamudez crónica.(AU)


Persistent stuttering is defined by the permanence of disfluencies and the presence of cognitive, behavioral, and communication factors that contribute to maintaining and aggravating it. Therefore, clinical treatment should focus on improving speech fluency, ensuring generalization of the new prosodic pattern, and managing dysfunctional thoughts and social and communicative avoidance behaviors that help maintain the problem and cause significant loss of quality of life in patients. Objective: The main objective is to measure the efficacy of a standardized treatment focused on speech fluency and psychological aspects for adult patients with persistent stuttering. Material and methods: Analytical clinical study of the results of the psychological intervention. An evaluation of all aspects involved in persistent stuttering was carried out using validated instruments and speech recording. The protocol of a clinical treatment for chronic stuttering was applied. Results: Speech fluency in spontaneous speech and reading samples and the OASES questionnaire subscales from five stuttering patients aged 21-25years were assessed. The treatment reduced the percentage of stuttered syllables in all cases, both in speaking and reading, as well as a reduction in scores on all OASES subscales. Conclusion: Clinical results obtained indicate the efficacy of the protocol used to modify the frequency of stuttering and other associated behaviors. Some considerations of interest for therapists of chronic stuttering are exposed.(AU)


Assuntos
Humanos , Masculino , Feminino , Gagueira/terapia , Terapia Cognitivo-Comportamental , Distúrbios da Fala/psicologia , Transtorno da Fluência com Início na Infância , Patologia da Fala e Linguagem , Leitura , Epidemiologia Descritiva , Fonoaudiologia , Audiologia , Psicologia Clínica , Psicologia/métodos , Distúrbios da Fala/terapia , Fala , Inquéritos e Questionários
4.
An. psicol ; 39(3): 405-414, Oct-Dic, 2023. tab, graf
Artigo em Espanhol | IBECS | ID: ibc-224942

RESUMO

El objetivo de este trabajo es analizar el rendimiento en lectura y escritura en estudiantes españoles, tras su intervención desde edades tem-pranas. La finalidad de la intervención es priorizar y sistematizar la instruc-ción en principio alfabético, conciencia fonológica, fluidez lectoescritora, vocabulario y comprensión textual. La muestra está formada por 126 suje-tos, distribuidos en grupo instruido (n=62) y grupo no instruido (n=64), pertenecientes a zonas socioculturales medias, con inteligencia normal y sin déficits físicos, psíquicos y/o sensoriales. Los sujetos son evaluados desde 2º curso de Educación Infantil(cuatro años) hasta 1º curso de Educación Primaria (seis años). El diseño es longitudinal con medidas repetidas (cua-tro evaluaciones), tres fases de intervención y dos variables de estudio (Rendimiento en Lectura y Rendimiento en Escritura) y dos grupos de su-jetos. Se realizan análisis estadísticos descriptivos y análisis de varianza de medidas repetidas. Los resultados obtenidos indican mejores puntuaciones en lectura y escritura a lo largo de todas las evaluaciones y un avance signi-ficativamente mayor enel grupo instruido. Estos resultados demuestran la eficacia de una intervención temprana del lenguaje escrito a través de la ins-trucción sistemática en conciencia fonológica, principio alfabético, fluidez lectoescritora, vocabulario y comprensión textual.(AU)


The aim of this paper is to analyse the reading and writing achievement of Spanish school children following an intervention con-ducted at an early age. The purpose of the intervention is to prioritise and systematise instruction in the alphabetic principles, phonological aware-ness, reading fluency, vocabulary, and text comprehension. The sample consists of 126 subjects, distributed between an instructed group(n=62) and an uninstructed group (n=64). All the subjects were from average so-cio-cultural areas, with normal intelligence and with no physical, mental, and/or sensory deficits. Subjects were evaluated from the second year of Early Years Education (4 years of age) up to the first year of Primary Edu-cation (six years of age). The design was longitudinal with repeated meas-urements (four assessments), three intervention phases, two study variables (reading achievement and writing achievement), and two groups of sub-jects. Descriptive statistical analysis and repeated measures analyses of var-iance were performed. The results obtained indicate higher scores in read-ing and writing throughout all the assessments and significantly greater progress in the instructed group. These results demonstrate the effective-ness of early intervention in written language through systematic instruc-tion in phonological awareness, the alphabetic principles, reading fluency, vocabulary, and text comprehension.(AU)


Assuntos
Humanos , Masculino , Feminino , Criança , Adolescente , Leitura , Compreensão , Redação , Ensino Fundamental e Médio , Idioma , Estudos Longitudinais , Espanha
5.
J. optom. (Internet) ; 16(4): 261-267, October - December 2023. tab, graf
Artigo em Inglês | IBECS | ID: ibc-225615

RESUMO

Purpose: To assess reading performance and report normative values for normal sighted Portuguese schoolchildren using the Portuguese version of the MNREAD reading acuity chart. Methods Children in the 2nd, 4th, 6th, 8th, and 10th grade in Portugal were recruited for this study. One hundred and sixty-seven children from 7 to 16 years of age participated. The Portuguese version of the printed MNREAD reading acuity chart was used to measure reading performance in these children. The non-linear mixed effects model with negative exponential decay function was used to compute maximum reading speed (MRS) and critical print size (CPS) automatically. Reading acuity (RA) and reading accessibility index (ACC) were computed manually. Results The mean MRS in words-per-minute (wpm) for the 2nd grade was 55 wpm (SD = 11.2 wpm), 104 wpm (SD = 27.9) for the 4th grade, 149 wpm (SD = 22.5) for 6th grade, 172 wpm (SD = 24.6) for 8th grade and 180 wpm for the 10th grade (SD = 16.8). There was a significant difference in MRS between school grades (p < 0.001). Participants’ reading speed increased by 14.5 wpm (95% CL: 13.1–15.9) with each year of increase in age. We found a significant difference between RA and school grades, but not for CPS. Conclusions This study provides normative reading performance values for the Portuguese version of the MNREAD chart. The MRS increased with increasing age and school grade, while RA shows initial improvement from early school years and gradually stabilizes in the more mature children. Normative values for the MNREAD test can now be used to determine reading difficulties or slow reading speed in, for example, children with impaired vision. (AU)


Assuntos
Humanos , Criança , Adolescente , Leitura , Acuidade Visual/fisiologia , 51654 , Portugal
6.
J. optom. (Internet) ; 16(3): 221-228, July - September 2023. graf, ilus
Artigo em Inglês | IBECS | ID: ibc-222231

RESUMO

Purpose The purpose of this research is to propose a new method for the easy, inexpensive and objective quantification of nystagmus using eye-tracking records collected during a simple reading task that could be implantable in clinical practice to assess patients with nystagmus. Methods This is a prospective, observational pilot study. Eye movements of 4 nystagmus patients and 9 healthy children during a reading task (a paragraph with 82 words) on a 15′’ monitor were collected and compared. Data are time series indicating the gaze position on the screen. Two quantifiers were proposed: IndS (based on the speed of movements) and IndF (based on the variation of the gaze trajectory). Results The indices proposed reflect differences in the behavior of eye movements between the two groups. Nystagmus patients present higher values of IndS - indicating smaller number of slow movements (16% of movements with speeds <0.33 1/s for nystagmus and 85% for the control group, with p = 0.01) - and higher values of IndF - indicating higher gaze fluctuation (p = 0.01). Differences were not related with reading speed as show the mean and standard deviation: the nystagmus group required 115±45 s to complete the task and the control group 151±85 s; p = 0.73. Conclusions The proposed indices provide a new method that allows an objective assessment of nystagmus, with potential use in clinical and research practice to improve the follow-up of patients by monitoring the nystagmus over time or treatment. (AU)


Assuntos
Humanos , Criança , Movimentos Oculares , Leitura , Comportamento/fisiologia , Nistagmo Patológico , Projetos Piloto , Acompanhamento Ocular Uniforme , Grupos Controle
8.
Psicol. educ. (Madr.) ; 29(2): 133-141, Jun. 2023. tab
Artigo em Inglês | IBECS | ID: ibc-221924

RESUMO

Textual devices such as headings convey both content information and functional information. One type of headings is referred to as functional headings, since they provide functional information but not content information. Headings such as “Introduction” denote the function of a text section but not the content information of that section. The current study included three experiments that investigated the processing of functional information during reading. Experiment 1 investigated the effects of functional information in a timed reading situation. Experiments 2 and 3 looked at the effects of functional information when there was a contradiction in the text. Our results indicated that functional information promoted selective attention during timed reading (Experiment 1). Findings from our contradiction manipulation (Experiments 2 and 3) revealed that readers used functional headings to guide their structural reading process. Implications for cognitive processes during reading and pedagogical practices are described in the general discussion section.(AU)


Las ayudas de texto, como los encabezados, transmiten tanto información de contenido como información funcional. Uno de los tipos de encabezados se conoce como encabezados funcionales, pues proporcionan información funcional pero no información de contenido. Los encabezados como “Introducción” denotan la función de una sección de texto, pero no la información de contenido de esa sección. El estudio actual incluyó tres experimentos que investigaron el procesamiento de información funcional durante la lectura. El experimento 1 investigó los efectos de la información funcional en una situación de lectura cronometrada. Los experimentos 2 y 3 analizaron los efectos de la información funcional cuando había una contradicción en el texto. Nuestros resultados indicaron que la información funcional propició la atención selectiva durante la lectura cronometrada (experimento 1). Los resultados de nuestra manipulación de contradicciones (experimentos 2 y 3) revelaron que los lectores usaban encabezados funcionales para guiar su proceso de lectura estructural. Las implicaciones para los procesos cognitivos durante la lectura y las prácticas pedagógicas se describen en la sección de discusión general.(AU)


Assuntos
Humanos , Masculino , Feminino , Leitura , Ciência da Informação , Competência em Informação , Compreensão , Projetos de Pesquisa , Viés de Atenção , Psicologia Educacional
9.
Psicol. educ. (Madr.) ; 29(2): 143-148, Jun. 2023. tab
Artigo em Inglês | IBECS | ID: ibc-221925

RESUMO

One-minute oral reading fluency (ORF) tests are widely used, but concerns have been raised regarding whether readers are able to maintain their performance if asked to read for a larger period. The main goals of this study were to investigate whether students are able to maintain their ORF performance in a three-minute task and whether scores measured at one and at three minutes are equally good predictors of the performance in a standardized reading comprehension measure. The sample was composed of 159 Portuguese primary school students (grades 2-4). The results suggested that the number of words read correctly (WRC) declined across reading time and that three-minute mean score underestimated fluency in all grade levels compared to a one-minute reading score. The WRC measured either at one minute or using a three-minute average score was an equal predictor of reading comprehension in all grades. Implications for theory and practice are discussed.(AU)


Las pruebas de fluidez lectora de un minuto son muy utilizadas, pero se ha planteado la preocupación de si los lectores son capaces de mantener su rendimiento si se les pide que lean durante un período más largo. Los objetivos principales de este estudio han sido investigar si los estudiantes son capaces de mantener su rendimiento de fluidez lectora en una tarea de tres minutos y si las puntuaciones medidas a uno y a tres minutos son igualmente predictoras del rendimiento en una medida estandarizada de comprensión lectora. La muestra estaba compuesta por 159 alumnos portugueses de primaria (2º a 4º curso). Los resultados sugieren que el número de palabras leídas correctamente (PLC) disminuyó a lo largo del tiempo de lectura y que la puntuación media a los tres minutos subestimó la fluidez en todos los cursos en comparación con la puntuación de un minuto de lectura. El PLC medido ya sea en un minuto o utilizando una puntuación media de tres minutos fue un predictor igual de la comprensión lectora en todos los cursos. Se discuten las implicaciones para la teoría y la práctica.(AU)


Assuntos
Humanos , Masculino , Feminino , Criança , Testes Neuropsicológicos , Compreensão , Estudantes , Leitura , Psicologia Educacional , Portugal
10.
Psicol. educ. (Madr.) ; 29(1): 65-73, Ene. 2023. tab
Artigo em Inglês | IBECS | ID: ibc-215011

RESUMO

Previous research has evidenced which skills are required for reading acquisition and which methods are effective for teaching reading. However, recent research indicated that teachers lack sufficient knowledge about the constructs involved in reading instruction. The purpose of this exploratory study was to examine Spanish teachers’ practice and opinions on reading instruction. Two samples of Spanish teachers, 840 Preschool teachers and 876 Primary teachers, were surveyed about their opinion on reading skills, their reading instruction practices, and methods of detecting and assessing reading difficulties. The questionnaire for primary teachers also included questions on preparedness and knowledge. Most teachers favored whole-word methods, included maturity and motivation, as relevant aids for phonological awareness and showed poor grasp of factors underpinning reading acquisition. Teachers showed inconsistent and limited knowledge of the evidence-based approach for effective reading instruction. Specific programs are needed to provide preservice teachers with evidence-based instruction and continuous training for in service teachers.(AU)


Investigaciones anteriores han señalado qué habilidades son necesarias para la adquisición de la lectura y qué métodos son eficaces para su enseñanza. Sin embargo, investigaciones recientes indican que los profesores carecen de conocimiento suficiente sobre los constructos implicados en la enseñanza de la lectura. Este estudio pretende examinar la práctica y las opiniones de los profesores españoles sobre la enseñanza de la lectura. Se encuestó a dos muestras de profesores españoles, 840 de preescolar y 876 de primaria, sobre sus opiniones acerca de las habilidades lectoras, sus prácticas de enseñanza de la lectura y los métodos de detección y evaluación de las dificultades lectoras. El cuestionario para los profesores de primaria también incluía cuestiones para valorar su preparación y conocimiento. La mayoría de los profesores se inclinaron por los métodos globales y consideraron que la madurez y la motivación son ayudas relevantes para adquirir la conciencia fonológica. Además, mostraron escasa comprensión de los factores que sustentan la adquisición de la lectura. Los profesores manifestaron un conocimiento inconsistente y limitado del enfoque basado en la evidencia para la enseñanza eficaz de la lectura. Se necesitan programas específicos para proporcionar a los profesores en formación una instrucción basada en la evidencia y una formación continua para los profesores en activo.(AU)


Assuntos
Humanos , Masculino , Feminino , Professores Escolares , Leitura , Ensino , Compreensão , Docentes/educação , Inquéritos e Questionários , Espanha , Psicologia Educacional
12.
Psicothema (Oviedo) ; 35(4): 340-350, 2023. tab
Artigo em Inglês | IBECS | ID: ibc-226984

RESUMO

Background: Reading literacy is key for personal development and educational success. Previous studies have examined variables that influence and enhance development of reading literacy in specific contexts. However, there is no consensus about which teaching practices encourage development of reading in different settings. The aim of this study was to evaluate how educational strategies influence the development of reading literacy and to analyse their predictive capacity in various cultural, educational and social contexts. Method: The study used data from 294,527 students from 37 countries collected as part of the PISA 2018 study. The data were analysed using an adaptation of the Difference in Differences methodology, which allowed us to isolate the effects of the factors on the acquisition of reading literacy. Results: Students who enjoyed reading and explicitly used an effective reading strategy had reading scores that outperformed their mathematics results on the PISA scale by 4 to 9 points on average. Conclusions: Identifying key factors in the acquisition of reading literacy—such as enjoyment of reading—and the use of effective strategies—such as summarizing texts—underscores the need for suitably targeted educational policies.(AU)


Antecedentes: La competencia lectora es clave para el crecimiento personal y el éxito educativo. Estudios previos han analizado las variables que potencian la competencia lectora en contextos específicos. Sin embargo, no existe consenso sobre las prácticas docentes que favorecen la evolución de esta competencia en distintos contextos. El objetivo de este estudio es evaluar la influencia de las estrategias educativas en el desarrollo de la competencia lectora y analizar su capacidad predictiva en distintos contextos culturales, educativos y sociales. Método: Se utilizaron datos de 294.527 alumnos de 37 países recogidos en el estudio PISA 2018. El análisis de datos se realizó mediante una adaptación de la metodología Diferencias en Diferencias, que permitió aislar el efecto de los factores sobre la competencia lectora. Resultados: Los resultados muestran que los estudiantes que disfrutan leyendo y utilizan explícitamente una estrategia de lectura eficaz superan entre 4 y 9 puntos de media los resultados en matemáticas en la escala de PISA. Conclusiones: La identificación de factores clave en la adquisición de la competencia lectora, como el disfrute de la lectura y la utilización de estrategias eficaces de comprensión y síntesis de textos escritos, enfatiza la necesidad de generar políticas educativas orientadas a su desarrollo. (AU)


Assuntos
Humanos , Masculino , Feminino , Criança , Adolescente , Leitura , Compreensão , Competência Mental , Deficiências da Aprendizagem , Desenvolvimento Infantil
13.
J. optom. (Internet) ; 15(4)October - December 2022. graf
Artigo em Inglês | IBECS | ID: ibc-210189

RESUMO

Purpose: Visual search is an active perceptual task influenced by objective factors and subjective factors such as task difficulty, distractors, attention and familiarity respectively. We studied the effect of different search directions, task medium and presence or absence of audio distractors on visual search time in young normal subjectsMethodsTwenty-four young (19–27 years) subjects with normal ocular health (except refractive error) participated in the study after obtaining informed consent. Subjects performed a word search task of ten 7-letter words of medium difficulty level. It was performed by each subject in Up-down, Down-Up, Left-Right, Right-Left, Diagonal and Random directions, with equal number of distractors. The task was performed in paper and digital medium, with or without audio distractors. The conditions were performed in random order by each subject and the time taken to accurately complete the word search was documented for each condition.ResultThe visual search time (VST) was significantly different with different search directions (ANOVA p<0.0001, df=5), considering both digital and non-digital medium, with or without audio distractors. The average VST was the least for left-right search direction (100±7.2 s) and was highest for random search direction (291±19 s), on a digital medium (VSTdigital: 183±77 s) and in presence of an audio distractor (VSTaudio: 184±77 s). The VST scores were not correlated with the age (r=-0.14, p = 0.25).ConclusionThe visual search time is significantly delayed for search direction other than left-right direction and in presence of an audio distractor on a digital medium. These factors could play a significant role in visual orientation and specific tasks such as reading. (AU)


Assuntos
Humanos , Adulto Jovem , Atenção , Tempo de Reação , Leitura , Percepção Visual
14.
Rev. logop. foniatr. audiol. (Ed. impr.) ; 42(4): 214-226, Oct-Dic. 2022. tab, graf
Artigo em Inglês | IBECS | ID: ibc-211641

RESUMO

Objectives: Test the validity of the Simple View of Reading (Gough & Tunmer, 1986) in Spanish and analyze the contributions of decoding and linguistic abilities to reading comprehension. Method: This longitudinal study assessed a sample of 71 Spanish speaking children at Grade 1 and Grade 3. At each time point, a battery of tests assessed children's linguistic abilities, decoding and reading comprehension. The authors used the classic model of SVR: model 0 (pseudoword accuracy reading and listening comprehension) and a complex model: Model 1 (linguistic abilities and decoding). Results: Results of regression analyses showed that the original model of the SVR, explained little variance of reading comprehension in Spanish in comparison with the results obtained in English. However, a complex model explained 51% and 55% of the variance of reading comprehension in first and third grade respectively. The unique contribution of linguistic abilities increased from 27% in first grade to 43% in third grade and the contribution of decoding decreased from 24% in first grade to 2% in third grade. Conclusions: The results are explained in terms of the transparent nature of Spanish orthography and educational implications are discussed.(AU)


ObjetivosEvaluar la validez de la concepción simple de la lectura (Gough y Tunmer, 1986) en español y analizar la contribución de la decodificación y las habilidades lingüísticas a la comprensión lectora. Método: Se trata de un estudio longitudinal en el que se evaluó a 71 estudiantes hispanohablantes en 2 fases: en primer y en tercer curso de primaria. A todos ellos se les aplicó una serie de pruebas para evaluar las habilidades lingüísticas, la decodificación y la comprensión lectora en cada una de las fases. Los autores utilizaron el modelo original de la concepción simple de la lectura: modelo 0 (precisión en la lectura de seudopalabras y comprensión oral) y un modelo más abierto: modelo 1 (habilidades lingüísticas y decodificación). Resultados: Tras un análisis de regresión, se encontró que el modelo original de la concepción simple de la lectura explicó una varianza muy pequeña de la comprensión lectora en español en comparación los resultados obtenidos en inglés. Sin embargo, un modelo más abierto logró explicar el 51 y el 55% de la varianza de la comprensión lectora en el primer y el tercer curso de primaria, respectivamente. La contribución única de las habilidades lingüísticas se incrementó de un 27% en el primer curso a un 43% en el tercer curso y el aporte de la decodificación disminuyó de un 24% alcanzado en el primer curso a un 2% en el tercer curso. Conclusiones: Los resultados se explican en términos de la transparencia del sistema ortográfico del español. Los hallazgos tienen importantes implicaciones que son discutidas.(AU)


Assuntos
Humanos , Masculino , Feminino , Criança , Compreensão , Leitura , Fala , Fonoaudiologia , Audiologia , Transtornos da Comunicação
15.
Arch. Soc. Esp. Oftalmol ; 97(7): 396-401, jul. 2022. ilus
Artigo em Espanhol | IBECS | ID: ibc-209072

RESUMO

Objetivos Evaluar los factores de riesgo de la miopía, principalmente la exposición al aire libre y los hábitos de lectura, en una región con baja prevalencia de miopía (Provincia de Buenos Aires, Argentina). étodos Los niños entrevistados consecutivamente entre febrero y marzo de 2020 fueron refraccionados bajo cicloplejía con ciclopentolato al 1%. Sus padres consintieron llenar un cuestionario sobre escolaridad, clases extracurriculares, exposición al aire libre, hábitos de lectura y uso del teléfono móvil, tanto entre semana como los fines de semana. Se utilizó el equivalente esférico del ojo derecho para la distribución refractiva. Se calculó el promedio de horas diarias dedicadas a cada actividad. Resultados En este estudio participaron 115 niños de 10,48±3,65 años y el 56,5% eran niñas. Los niños tenían 8h de escolaridad al día en el 62,6% de los casos y solo el 14,8% tenía clases de extracurriculares después de la escuela. Había 38,3% miopes (<−0,50 D), el 24,3% hipermétropes (>+2,00 D) y el resto eran emétropes. El tiempo medio pasado al aire libre por día fue de 3,94±1,45h (27,60±10,16h por semana). El tiempo medio total dedicado a la lectura y a la escritura por día fue de 1,50±0,98h, y el de uso de teléfonos móviles y tabletas fue de 2,43±1,66h. Conclusión En un entorno con baja prevalencia de miopía, los niños pasan al menos 4h diarias al aire libre, mucho más que la recomendación habitual de 2h diarias para la prevención de la miopía (AU)


Objectives To evaluate myopia risk factors, mainly outdoor exposure and reading habits, in a country with low prevalence of myopia (Buenos Aires Province, Argentina). Methods Consecutive children interviewed in a clinical private practice setting were autorefracted under cycloplegia with cyclopentolate 1%. Their parents consented to fill a questionnaire about schooling, tutorial classes, outdoor exposure, reading habits, and cellphone use, both on weekdays and weekends. The Spanish questionnaire was based on past English questionnaires of myopia clinical trials. The spherical equivalent of the right eye was used for the refractive distribution. The average daily hours spent for each activity were calculated. Result This study involved 115 children aged 10.48±3.65 years (range 5 to 18 years), with 56.5% being girls. Children had 8h of schooling per day in 62.6% of cases, and only 14.8% had tutorial classes after school. There were 38.3% myopes (<−0.50 D), 24.3% hyperopes (>+2.00 D) and the rest were emmetropes. The mean time that these children spent outdoors per day was 3.94±1.45 hs. (27.60±10.16 hs. per week). The total mean time spent reading and writing per day was 1.50±0.98h, and that spent using cellphones and tablets was 2.43±1.66h. Conclusion In an environment with low myopia prevalence, children spend almoast 4hours per day outdoors, much more than the usual recommendation of 2hours a day for myopia prevention (AU)


Assuntos
Humanos , Masculino , Feminino , Criança , Adolescente , Miopia/epidemiologia , Atividades de Lazer , Leitura , Inquéritos e Questionários , Fatores de Risco , Argentina/epidemiologia , Prevalência
16.
An. psicol ; 38(2): 251-258, may.-sep. 2022. tab
Artigo em Espanhol | IBECS | ID: ibc-202886

RESUMO

Estudios evolutivos que analicen el desarrollo de la comprensión lectora y sus dificultades en la adolescencia son relevantes, dada la importancia que ello tiene a estas edades en relación al rendimiento académico. El objetivo de este estudio es analizar el rendimiento y las dificultades en comprensión lectora y sus componentes en la adolescencia. La muestra está compuesta por 203 alumnos entre 12 y 14 años, pertenecientes a 1º, 2º, y 3º de Educación Secundaria Obligatoria de un centro seleccionado al azar de una zona sociocultural media de Málaga. Los alumnos son evaluados en comprensión lectora a través de la selección y organización de ideas textuales, conocimiento semántico y morfosintáctico, tras la lectura de un texto descriptivo, y en metacognición, con un cuestionario de consciencia lectora. El diseño es observacional trasversal, con una medida en cinco variables y tres grupos de estudiantes. Se realiza comparación entre medias y análisis de porcentajes de las dificultades. Los resultados muestran diferencias significativas entre los grupos en las variables de estudio, siendo las puntuaciones más altas en tercer curso. También se encuentra entre un 15-30% de dificultades de comprensión lectora en estas edades. Los porcentajes son mayores en selección y organización de ideas en todos los cursos, y en todas las variables los porcentajes son mayores en 3º curso. Estos resultados implican la necesidad de incidir en los procesos de enseñanza-aprendizaje de la comprensión lectora desde edades tempranas, con el fin de evitar las dificultades en la ESO.(AU)


Evolutionary studies that analyse the development of reading comprehension and related difficulties among teenagers are relevant, given importance of this skill for academic performance at this age. The aim of this study is to analyse performance and difficulties in reading comprehen-sion and its components during adolescence. The sample is composed of 203 students aged 12 to 14, in the first, second, and third year of compul-sory Secondary Education from a randomly selected school in an average socio-cultural area of Malaga. Students are evaluated for reading compre-hension through the selection and organisation of textual ideas, as well as semantic and morpho-syntactic knowledge, after reading a descriptive text. Metacognition is assessed by means of a reading awareness questionnaire. The design is cross-sectional and observational, measuring five variables across three groups of students. A comparison of means and analysis of percentages of difficulties is carried out. The results show significant dif-ferencesbetween the groups in the study variables, with the highest scores in the third year. Furthermore, between 15-30% of reading comprehension difficulties are found at these ages. The percentages are higher in the selec-tion and organisation of ideas across all three school years examined, and the percentages are higher in the third year for all the variables. These re-sults imply the need to control the teaching-learning processes of reading comprehension from an early age, in order to avoid difficulties in the first few years of secondary education.(AU)


Assuntos
Humanos , Masculino , Feminino , Adolescente , Ciências da Saúde , Leitura , Compreensão , Adolescente , Ensino Fundamental e Médio , Desempenho Acadêmico
18.
Pap. psicol ; 43(1): 36-47, ene./abr. 2022. tab, graf
Artigo em Inglês, Espanhol | IBECS | ID: ibc-209881

RESUMO

Ser un lector competente en un mundo digital requiere una base sólida de Lectura, pero también la capacidad para pensar críticamente; una tarea pendiente para muchos estudiantes españoles. Las pruebas adaptativas informatizadas y los datos de proceso (información sobre las acciones que realizan los estudiantes al responder a la prueba) son especialmente importantes cuando se evalúan competencias como la Lectura. El objetivo de este trabajo es analizar cómo el uso de la tecnología está cambiando el concepto de Lectura y las formas para evaluarlo. Esto tiene implicaciones tanto para el alumnado español como para cualquier profesional encargado de interpretar y diseñar evaluaciones educativas. El investigador debe asegurar que el uso de los datos y la tecnología sea el adecuado para los objetivos de la evaluación y sirva de forma fiable, válida y justa a las personas involucradas, pero también del usuario saber cuándo, cómo y para qué utilizar los datos.(AU)


Being a proficient reader in a digital world requires a strong reading foundation, but also the ability to think critically, which is a challenge for many students in Spain. Computerized adaptive tests and process data (information about students’ actions when responding to the test) are especially important when assessing skills such as reading. This work aims to analyze how the use of technology is changing the concept of reading and the ways to evaluate it. This has implications for Spanish students and any professional in charge of interpreting and designing educational evaluations. The researcher must ensure that the use of data and technology is adequate for the objectives of the evaluation and that it works in a reliable, valid, and fair way for the people involved, but also the user must know when, how, and for what purposes to use the data.(AU)


Assuntos
Humanos , Avaliação Educacional/métodos , Estudantes , Testes Psicológicos , Tecnologia/métodos , Leitura , Internet , Psicologia , Psicologia Clínica , Psicologia Social , Telepsicologia , Espanha
20.
Span. j. psychol ; 25: [e23], 2022.
Artigo em Inglês | IBECS | ID: ibc-210193

RESUMO

This study aims to understand the role of self-regulated learning (SRL) and its different processes in the relationship between working memory (WM) and problem-solving accuracy in math in primary school children. A sample of 269 primary school children (Mage = 8.84, SD = 0.81, 58% boys) participated in this study. Tasks were used as intervention resources to assess children’s WM (i.e., reading and computation span tasks), SRL (i.e., a digital game), and performance (i.e., the performance in the game, as well as a traditional math problem). Through structural equation modeling, results revealed that WM predicted children’s SRL and their problem-solving accuracy in math, such that those with higher capability for temporary storage attained better accuracy. Accordingly, children’s SRL explained the relationship between WM capacity and problem-solving accuracy in math; such that the indirect effect of WM capacity through SRL was lower on problem-solving accuracy in math. Results indicated that the planning phase was a greater indicator of students’ SRL in problem-solving accuracy in math. These results highlight the importance of SRL competencies in explaining children’s performance in problem-solving in math. (AU)


Assuntos
Humanos , Masculino , Feminino , Criança , Cognição , Matemática , Memória de Curto Prazo , Resolução de Problemas , Leitura
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