Critérios de desempenho de três instrumentos de avaliação da consciência fonológica

Abstract

Phonological awareness (CF) is understood as the ability to understand and manipulate the sounds of language (LAMPRECHT, 2012), being an important factor in the learning process. This study aimed to compare and correlate the performance of children in the criteria used in three CF assessment instruments through the application in students of basic education literacy period in two state public schools of the city of Santa Maria - RS that contemplated classes of 1st, 2nd and 3rd year. Three evaluation tools were selected with different classification criteria (age, school year and spelling hypothesis), namely: Profile of Phonological Skills (ALVAREZ, CARVALHO and CAETANO, 2004), Metalinguistic Skills and Reading Tests - Part A - PROHMELE (CAPELLINI and CUNHA, 2009) and Phonological Awareness: Sequential Assessment Instrument - CONFIAS (MOOJEN et al., 2003). The sample was composed of 60 subjects, where they were 10 of each school year, being from each school, aged between six and 10 years. The three assessment tools were applied in each of the 60 children and, after collecting the data, received statistical treatment, relating to the variable performance in each of the three instruments with the age, school year and writing hypothesis. In addition, the correlation and agreement between the instruments and the application time of each one was carried out. Statistical analysis considered the significance level of 5%, p <0.05, and used statistical tests chi-square or Fisher's exact test to compare categorical variables with expected values less than 5. To compare numerical variables between two groups we used the Mann-Whitney test, and between 3 or more groups the Kruskal-Wallis test, through the Computer Program The SAS System for Windows (Statistical Analysis System), version 9.2. SAS Institute Inc, 2002-2008, Cary, NC, USA. Thus, it sought to find what instrument shows positive correlation between performance and discretion. In addition, it sought to understand what criteria of evaluation instruments are more sensitive to the development of CF. With the collected data was obtained favorable results for the three assessment tools, showing that the performance in the same correlate positively. As regards the criteria of the instruments, age, school year and spelling hypothesis, all of them showed important data to assert that such criteria are important for the CF development process, but the only instrument that offers statistically significant data was the PHF, which means that the criterion which relates strongly to the CF performance was age.