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Browsing ESE - CLL - Artigos by Author "Choupina, Celda"
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- Assessing oral reading fluency within and across grade levels: development of equated test formsPublication . Rodrigues, Bruna; Cadime, Irene; Freitas, Tânia; Choupina, Celda; Baptista, Adriana; Viana, Fernanda Leopoldina; Ribeiro, IolandaDeficits in oral reading fluency (ORF) impair reading comprehension and tend to persevere throughout schooling. Therefore, the assessment and monitoring of the students’ performance in ORF across time should be routinely performed to guide the instruction and intervention. The goal of this work was to develop and validate a test of ORF for Portuguese students from grades 1 to 6 (TAF – Teste de Avaliação da Fluência) that includes specific test forms for each grade level with equated scores that allow comparison across multiple assessment points. In study 1 (N = 1166), the chained equipercentile equating method was performed to equate the test forms’ scores horizontally and vertically. The tests of differences performed using the equated scores indicated that they were similar within the same grade level but increased significantly across grade levels. In study 2 (N = 549), reliability and validity evidence for the test forms was collected. Test–retest correlations were higher than .90, suggesting a high stability of the scores. Significant correlations between the TAF scores and the ones obtained in other reading tests, teachers’ judgments, and school outcomes, were obtained, thus providing evidence of validity for the developed test forms. This instrument allows not only interindividual comparisons but also the assessment of intra-individual changes in ORF across time or as a result of intervention programs, while avoiding learning effects that arise when the same measure is administered multiple times.
- I’m still learning. A web platform for the intervention in reading disabilitiesPublication . Baptista, Adriana; Ribeiro, I; Viana, Fernanda Leopoldina; Choupina, Celda; Brandão, S.; Azevedo, H.; Santos, S; Cadime, I; Cruz, JIn 2014, 20% of the 4th graders had an unsatisfactory evaluation in the national exam of Portuguese language. This percentage is similar in the 6th and 9th grades indicating that a large number of Portuguese students have reading difficulties. The e-learning platform “I’m still learning” was developed to provide a systematic intervention with students (from 1st to 4th grade) experiencing reading difficulties. This free access platform provides a set of didactic sequences to promote phonological awareness, word reading, reading fluency and comprehension. Informal tasks for reading assessment are also included. In this paper we describe the platform and the theoretical framework adopted in its construction.
- Palavras em Rede: Diálogos entre linguística aplicada e história da língua no ensino e na aprendizagem do portuguêsPublication . Choupina, Celda; Costa, José Antónia; Baptista, AdrianaSe partirmos da definição de família de palavras do Dicionário Terminológico (2008) online, verificamos que se encontra essencialmente direcionada para o âmbito da morfologia sincrónica, ainda que a entrada se situe exclusivamente no domínio do lexico e vocabulario (B5).Esta perspectiva leva-nos a equacionar as várias dimensões implicadas - diacrónica, sincrónica, descritiva e didático-pedagógica - e consequentes limites do conceito de família de palavras e das suas relações com os conceitos de campo semântico e de campo lexical, tanto mais que se trata de conteúdos a abordar explicitamente a partir do 1º ciclo do Ensino Básico (cf. Programas 2009 e Metas 2012) e que levantam frequentes dúvidas a professores e alunos.