Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Moraes, Ana Bassôa de
 |
| Orientador(a): |
Buchweitz, Augusto
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica do Rio Grande do Sul
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Medicina e Ciências da Saúde
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| Departamento: |
Escola de Medicina
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| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.pucrs.br/tede2/handle/tede/7343
|
Resumo: |
Objectives: To develop and collect evidence of validity and reliability for a screening scale for reading and writing skills for children. Methods: 1) review of the literature; 2) evaluation by experts; 3) evaluation by teachers; 4) application of the instrument with 95 students and evaluation of the students with standard reading and writing tests. Data Analysis: We carried out factor analysis, Cronbach alpha r, Rash model, item response theory, Spearman correlation between scale scores and the reading and writing tasks, test-retest reliability coefficient. Results: the main results were (1) development of a 16-item Likert scale for 16 symptoms for reading and writing difficulties; (2) presence of one factor and high factor loads in the factor analysis of the scale; (3) strong internal consistency for the alpha r (0.968), and the item response theory showed greater precision in the evaluation of children with average or low performance; (4) moderate Spearman correlation for 11 of the 16 external variables; (5) temporal stability showed correlation of 0.80. Conclusion: The study shows evidence of validity and reliability for the scale, which indicates the scale is a reliable instrument for teachers and healthcare professionals involved with pediatric patients and interested in investigating language skills. |
