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- 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.
- 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.
- Assessing coping, emotional regulation, and psychosocial perceptions of academic stress in undergraduatesPublication . Teixeira, Ricardo J.; Dores, Artemisa Rocha; Barreto, João Francisco; Sucena, Ana; Martins, Helena; Magalhães, AndreiaLiterature suggests most college students appear to lack the knowledge and skills to effectively cope with stressful academic experiences (Gall, Evans, & Bellrose, 2000). Ineffective coping strategies may increase students’ health problems, demand for health services, and attrition rates (Morrison & O’Connor, 2005). This study aims to examine the associations, and processes between psychosocial variables deemed important in academic transitions.
- 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.
- 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.
- Use of software in learning difficulties of reading: comparative analysis between digital environment and hybrid environmentPublication . Sucena, Ana; Silva, Ana F.The learning difficulties of the letter-sound relations are seen as a risk factor for future difficulties in learning to read. Ideally, the identification of children at risk of failure to learn reading and writing should occur in the last year of pre-school or early in the first year, so that intentional programs can be implemented to promote basic reading skills. The most promising reading learning support programs combine explicit phonological awareness training with highly structured reading instruction. This study evaluated the impact of two early intervention programs on reading learning difficulties. A program exclusively in virtual environment and a hybrid program, comprising sessions in virtual environment and in real environment.
- 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.
- Developmental dyslexia in an orthography of intermediate depth: the case of european portuguesePublication . Sucena, Ana; Castro, São Luís; Seymour, PhilipFifteen Portuguese children with dyslexia, aged 9-11 years, were compared with reading and chronological age controls with respect to five indicators related to the phonological deficit hypothesis: the effects of lexicality, regularity, and length, implicit and explicit phonological awareness, and rapid naming. The comparison between groups indicates that Portuguese children with dyslexia have a phonological impairment which is revealed by a developmental deficit in implicit phonological awareness and irregular word reading (where younger reading level controls performed better than dyslexics) and by a developmental delay in decoding ability and explicit phonological awareness (where dyslexics matched reading level controls). These results are discussed in relation to the idea that European Portuguese is written in an orthography of intermediate depth.
- Reading Test-Sentence Comprehension: An Adapted Version of Lobrot's Lecture 3 Test for Brazilian PortuguesePublication . de Araújo Vilhena, Douglas; Sucena, Ana; Castro, São Luís; Pinheiro, Ângela Maria VieiraOur aim was to analyse the linguistic structure of the Lobrot's Lecture 3 (L3) reading test and to describe the procedure for its adaptation to a Brazilian cultural-linguistic context. The resulting adapted version is called the Reading Test-Sentence Comprehension [Teste de Leitura: Compreensão de Sentenças (TELCS)] and was developed using the European Portuguese adaptation of L3 as a reference. The present study was conducted in seven steps: (1) classification of the response alternatives of L3 test; (2) adaptation of the original sentences into Brazilian Portuguese; (3) back-translation; (4) adaptation of the distractors from TELCS; (5) configuration of TELCS; (6) pilot study; and (7) validation and standardization. In comparison with L3, TELCS included new linguistic and structural variables, such as frequency of occurrence of the distractors, gender neutrality and position of the target words. The instrument can be used for a collective screening or individual clinical administration purposes to evaluate the reading ability of second-to-fifth-grade and 7-to-11-year-old students.
- Sensibilidade precoce às combinações ortográficas entre crianças falantes do português europeuPublication . Sucena, AnaO objetivo deste estudo é contribuir para o conhecimento do desenvolvimento da sensibilidade das crianças portuguesas para as sequências grafémicas na fase inicial de aprendizagem da leitura e da escrita. Trata-se de uma competência sublexical de particular importância na aprendizagem da leitura e da escrita (Apel, Thomas-Tate, Wilson-Fowler e Brimo, 2012), constituindo-se como um forte aliado na escrita, já que permite uma alternativa muito menos custosa para a memória do que a memorização da forma inteira da representação ortográfica da palavra (Deacon et al., 2012). A investigação sugere que esta sensibilidade surge tão precocemente quanto o 1º ano de escolaridade (Danjon e Pacton, 2009). Apresentamos os resultados de um estudo longitudinal com quatro momentos de avaliação ao longo do 1º ano de escolaridade, realizado com 23 crianças falantes nativas do português europeu.
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