Browsing by Author "Silva, Ana Filipa"
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- Child friendly app for spelling trainingPublication . Sucena, Ana; Silva, Ana Filipa; Garrido, Cristina; Marques, Cátia; Santos, Raquel; Carneiro, João Falcão; Abreu, Paulo; Restivo, TeresaSpelling skills are usually more difficult to acquire than reading skills. Nonetheless research based intervention proposals are scarce for spelling skills. In this study the impact of a child friendly spelling app on spelling skills is assessed. Results indicate an increase on spelling skills after training with the app.
- Intervenção precoce nas dificuldades de aprendizagem da leitura com recurso ao software Graphogame1Publication . Sucena, Ana; Silva, Ana Filipa; Viana, Fernanda LeopoldinaNeste estudo avaliou-se o impacto de um software de apoio às dificuldades de aprendizagem da leitura – o Graphogame – ao nível das relações letra-som, consciência fonémica, leitura de palavras e leitura de pseudopalavras. Os participantes eram 57 crianças, a frequentar o 1º ano de escolaridade, falantes nativos do português europeu, identificadas como em risco de virem a apresentar dificuldades de aprendizagem da leitura. As crianças foram divididas em três grupos: (a) intervenção com recurso a software – treino com software Graphogame, (b) intervenção mista – treino com recurso ao software Graphogame e a sessões de competências pré-leitoras e leitoras orientadas por técnico de educação e (c) ausência de intervenção para lá daquela prevista no sistema regular de ensino. Os resultados revelam efeitos positivos de ambos os tipos de intervenção em relação ao grupo controlo. Revelam ainda um efeito mais pronunciado para o grupo de intervenção mista do que para o grupo de intervenção com recurso exclusivo ao software.
- Is Redshirting Beneficial for Reading Acquisition Success?Publication . Sucena, Ana; Marques, Cátia; Silva, Ana Filipa; Garrido, Cristina; Pimenta, RuiThe controversy around the effect of academic redshirting on reading acquisition continues receiving attention in the international literature. However, few studies are known with non-English speaking children. In this study we intend to understand this phenomenon with 698 Portuguese speaking first graders, 360 girls (51.6%), aged between 5 years old and 8 months and 7 years old and 6 months (M = 6.3 months, SD = 3.9 months). Reading acquisition precursors were assessed namely phonemic awareness and letter-sound knowledge. Results reveal that 5.9% of first graders are redshirted. Clusters analysis indicated two clusters per variable. Cluster 1 with low phonemic awareness and letter-sound knowledge and low socioeconomic status, cluster 2 with high phonemic awareness and letter-sound knowledge and medium-high socioeconomic status. The cluster results suggest a prevalence of 24.5% children at risk of having learning difficulties. The MANOVA indicated that only socioeconomic status has an effect on phonemic awareness and letter-sound knowledge, with children from medium-high level presenting higher results. It is concluded that redshirting did not bring additional advantages for reading acquisition success. Implications about the importance of education in order to lessen those differences, as well as prevent difficulties are presented.
- Portuguese Foundation Graphogame: preliminary resultsPublication . Sucena, Ana; Silva, Ana Filipa; Cruz, Joana Sara Ferraz da; Viana, Fernanda Leopoldinahe Portuguese Foundation Graphogame is an adaptation of the Graphogame software to European Portuguese. The Graphogame contributes to reading and spelling acquisition. It has been designed and implemented for different languages with results that reveal that this is an effective tool to the reading and spelling acquisition. In this paper the methodology adopted in Portuguese Graphogame and the results of its implementation in schools are described.
- Portuguese foundation Graphogame: Preliminary results with a socioeconomic variable influencePublication . Sucena, Ana; Cruz, Joana; Viana, Fernanda Leopoldina; Silva, Ana FilipaGraphogame software is a support software for acquisition learning that has been adapted to different languages. Experimental studies with the use of Graphogame reveal that this software is an effective tool in the support of reading and spelling acquisition. The current study has as the goal of assessing the effect of Portuguese foundation Graphogame in the learning of reading and writing by monolingual children, native speakers of European Portuguese, identified as at risk of having reading acquisition learning difficulties.
- Preschool language development program - Study protocolPublication . Sucena, Ana; Vale, Ana Paula; Silva, Ana Filipa; Silva, Ana Rita; Dias, BrunoOral language is an essential dimension in human development and a foundation of the success in learning to read. Ideally the identification of children at risk of having problems in reading and spelling acquisition should occur in preschool or early in the first year. This premise was the inspiration for the development of the language development program for preschoolers. The main objective is the promotion of language development, in aspects related to learning to read and, in this way, to promote school success through prevention and early intervention.
- Promoting foundation reading skills with at-risk studentsPublication . Sucena, Ana; Silva, Ana Filipa; Marques, CátiaThis paper presents an early reading intervention program, the PPCL (Programa de Promoção das Competências Leitoras—Promoting Reading Skills Program). PPCL focuses on the promotion of reading foundation abilities—letter-sound, phonemic awareness, decoding, and spelling—with at-risk first graders. This study assessed the impact of PPCL on the reading foundation abilities with 311 first graders (173 boys and 138 girls), divided between intervention and comparative group (respectively, 206 and 105 first graders). Results were analyzed with an inter- (intervention and comparative group) and intra- (pre-and post-test) group design. A mixed two-way Manova indicated the presence of statistically significant differences between the two assessment moments, with the intervention group presenting higher values than the comparative group in all abilities at the post-test and also above the cutoff score in all variables, which indicates that at-risk students eventually concluded the school year with satisfactory levels of reading skills. On the other hand, the comparative group scored below the cutoff score in all variables. The magnitude of the effect on the intervention group was higher than the one observed in the comparative group. Reading promotion with PPCL significantly improved at-risk students reading skills. In future studies, the authors intend to follow up on reading and writing participants’ skills.
- Reading skills promotion: Results on the impact of a preschool interventionPublication . Sucena, Ana; Silva, Ana Filipa; Marques, CátiaThere is a strong correlation between preschool education skills such as phonological awareness and language and success in reading and spelling acquisition. Even though, this is still not the focus of the early intervention. This study presents the preliminary results of the impact of an intervention program developed to promote reading foundation skills. The study was conducted with 627 children in the last year of preschool education (54.2% boys), ages between 4 years and 10 months and 6 years and 1 month. Participants were divided into intervention (n = 242) and comparative (n = 385) group. Language, implicit, and explicit phonological awareness, and rime implicit awareness were assessed. The intervention group reached statistically higher values in all dimensions at the post-test, a higher magnitude effect and 80% of these children entered the first-grade overpassing cut-off criteria for reading acquisition difficulties. These results support the impact of the program.
- Serious Game for reading and spelling skillsPublication . Sucena, Ana; Silva, Ana Filipa; Garrido, Cristina; Abreu, Paulo; Carneiro, João Falcão; Restivo, Maria TeresaThis work describes an interactive child-friendly application focused on spelling, intended to promote sensibility to Portuguese orthography. A description of the game and its particularities are given, as well as preliminary results obtained in school environment.
- Validity evidence of the reading screening test for portuguese first gradersPublication . Silva, Ana Filipa; Marques, Cátia; Sucena, AnaThis study aims to present validity evidence for the Reading Screening Test (TRL-Teste de Rastreio de Leitura) that assesses word and pseudoword reading. Participants were 94 Portuguese first graders (49 girls and 45 boys), assessed with the TRL and criterion measures—ALEPE subscales to assess words, pseudowords reading, and rapid automatized naming. Results from confirmatory factor analyses indicated that a two-factor measurement model yielded a good fit to the data. Favorable estimates of internal consistency reliability were obtained. Correlation coefficient results suggested that the measure was positively and statistically associated with another measure of reading assessment. These results revealed adequate evidence based on internal structure and evidence based on the relationship to other variables for the assessment of word reading accuracy among Portuguese first graders.