库里蒂巴市公立学校asd学生的阅读能力

Karize Younes Barberini Perim, M. Rocha
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引用次数: 0

摘要

考虑到学习阅读技能在个体的生活中具有重要的功能,我们对库里提巴公立学校小学一年级的自闭症谱系障碍(ASD)学生进行了这些技能的调查。参与横断面探索性研究40名儿童(8 ~ 12岁)及其各自的父母或监护人。纳入标准为:在学校登记并经ABC量表确认的ASD诊断,出勤率≥70%,使用课后资源室。学生们使用阅读过程评估测试(PROLEC)进行评估,家长们回答了一份问卷来描述孩子和家庭的特征。研究结果证实,患有自闭症谱系障碍的儿童在发展阅读技能方面存在困难。与具有正常阅读能力的孩子相比,在所有学年中,学生的分数都低于平均水平,尤其是在需要理解文本的测试中。这表明,与理解字母和单词的含义以及用这些单词组成的句子的含义相比,患有自闭症谱系障碍的学生更容易记忆字母和单词。然而,一些学生取得了与测试规范样本相似的结果,特别是年龄较大的学生。社会经济地位对结果没有影响。自闭症儿童在阅读技能发展方面的困难表明,教师的教学组织需要注重个人技能和能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Habilidade de leitura em alunos com TEA da rede pública de ensino do município de Curitiba/PR
Considering that learning reading skills has significant functions in the lives of individuals, these skills were investigated among students with Autistic Spectrum Disorder (ASD) enrolled in Elementary School I in public schools in Curitiba. Participated in the cross-sectional exploratory research 40 children (8 to 12 years old) and their respective parents or caretakers. The inclusion criteria were: diagnosis of ASD registered at the school and confirmed by the ABC scale, school attendance of at least 70% of school days, and use of afterschool resource room. The students were assessed using the Reading Process Assessment Test (PROLEC) and the parents answered a questionnaire to characterize the child and the family. The results confirm that children with ASD have difficulties in developing reading skills. In all school years students had below-average scores in comparison with children with normal reading skills, especially on tests that required text comprehension. This suggests that students with ASD develop the memorization of letters and words more easily than the comprehension of their meanings, as well as the meanings of sentences composed with those words. However, some students achieved results similar to the test normative sample, especially the older ones. Socioeconomic status had no effect on the results. The difficulties in the development of reading skills presented by children with ASD indicate the need for teachers' pedagogical organization to favor individual skills and competences.
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