Banca de DEFESA: JOAO VICTOR SILVA DE BARROS LIMA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JOAO VICTOR SILVA DE BARROS LIMA
DATE: 10/03/2025
TIME: 09:30
LOCAL: Plataforma Google Meet
TITLE:

Assessment Instruments for Word and Pseudoword Reading: Review and Applicability

KEY WORDS:

Review; Educational Assessment; Reading; Learning Disabilities.

PAGES: 90
BIG AREA: Ciências da Saúde
AREA: Fonoaudiologia
SUMMARY:

Objective: To map the literature for validated and non-validated instruments used to assess oral reading of words and pseudowords in schoolchildren aged 6 to 14 (Study 1) and to study the psycholinguistic variables of a stimulus bank to be used as an assessment tool for oral reading of words and pseudowords (Study 2). Method: For Study 1, a scoping review was conducted following PRISMA-ScR guidelines. The research question was developed using the "PCC" strategy (Population, Concept, and Context). Relevant studies were searched in the National Library of Medicine (PubMed), Scopus, Latin American and Caribbean Health Sciences Literature (LILACS), EMBASE, Education Resources Information Center (ERIC), and LiVIVO databases, using terms in Portuguese, Spanish, and English, depending on the database. Studies that used assessment and/or monitoring tools for oral reading of words and pseudowords in schoolchildren aged 6 to 14 years and 11 months, in clinical or educational settings, were included. For Study 2, the Fluency IDB Portuguese app was used to evaluate word and pseudoword decoding in 1st, 2nd, and 3rd-grade elementary school students. Results: In Study 1, the analysis of 16 included studies revealed 11 assessment tools, with stimuli varying in syllabic complexity, regularity, frequency, and length, including high- and low-frequency regular and irregular words, short and long words, and pseudowords following the language rules of the test. However, there was limited description of the validation of the instruments used in the studies. In Study 2, a progressive improvement in performance was observed across school years, with a reduction in errors and an increase in correct responses in the 2nd and 3rd grades. Additionally, factors such as the number and syllabic complexity of the stimuli significantly influenced student performance during schooling. Conclusion: In Study 1, 11 tools for assessing oral reading of words and pseudowords in schoolchildren were analyzed, highlighting the diversity of methods and the frequent lack of validation information, which may compromise the accuracy of the results. Emphasis was placed on speed, accuracy, and features such as syllabic complexity, essential for evaluating lexical and sublexical processing. The findings reinforce the need to develop and validate more reliable tools, contributing to more effective educational policies and interventions. In Study 2, the results indicated that reading performance improves with school progression, influenced by syllabic complexity and lexical familiarity. Younger children struggle more with complex words, while older children perform better, suggesting that reading fluency depends on the development of phonological and orthographic skills. Pseudowords are harder to read than real words, emphasizing the importance of lexical familiarity. The results underscore the need to consider syllabic complexity and school grade in assessments, interventions, and teaching materials, promoting an appropriate progression in reading instruction.

COMMITTEE MEMBERS:
Externa à Instituição - ANA LUIZA GOMES PINTO NAVAS - FCMSCSP
Presidente - 2143029 - CINTIA ALVES SALGADO AZONI
Externa à Instituição - LUCIANA MENDONÇA ALVES - UFMG
Externa à Instituição - RENATA MOUSINHO - UFRJ