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Susana Simões
Instituto de Educação, Universidade do Minho
Portugal
Ana Paula Loução Martins
Instituto de Educação, Universidade do Minho, Centro de Investigação em Educação (CIEd)
Vol. Extr., núm. 11 (2017) - XIV CIG-PP, XIV Congreso Psicopedagogía. Área 11: NECESIDADES EDUCATIVAS ESPECIALES, páginas 069-074
DOI: https://doi.org/10.17979/reipe.2017.0.11.2398
Enviado: jul 14, 2017 Aceptado: dic 13, 2017 Publicado: dic 17, 2017
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Resumen

Este estudo teve por finalidade conhecer o impacto da variável risco nas trajetórias do nível da identificação de fonemas, grafemas e fluência leitora desde o final do pré-escolar ao final do 1.º ano do Ensino Básico. Recolhemos dados com provas de monitorização com base no currículo junto de - 22 crianças de um agrupamento Português. Concluímos que para a fluência do som e o nome das letras a diferença entre os alunos em risco e os que não estão em risco diminui ao longo do tempo; enquanto a diferença para os resultados da fluência da leitura aumenta.

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