Modelos de capacitação instrucional docente para aplicação de Programa de Resposta à Intervenção (RTI) em leitura

• Ano de defesa: 2019
• Autor(a) principal: Aquino, Danielle Dutenhefner de [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Training; Early intervention (Education); Reading; RTI; Intervenção precoce (Educação); Capacitação; Leitura
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=7207271; https://repositorio.unifesp.br/handle/11600/59726

Objective: Investigating the effect of the tree different Educational Teacher Training models for the application of the RTI (Response to Intervention) program destined to stimulate, at first layer, underlying skills to the reading competence aiming to identify the best Teacher Training method. Method: 156 children enrolled at the 1st year of elementary school, 79 children at the 2nd year and 10 teachers from a sole public school of the city of São Paulo have taken part of this study. The participants have been distributed into three groups according to its training condition: I. Without Tutoring: theoretical-explanatory meetings on the Application Manual and discussions on activities. II. With Tutoring: meetings similar to the group I with additional tutoring in two intervention sessions. III. Observation: Teachers have participated in the technical explanatory meetings and have observed the performance of the researcher, an experienced professional in the use of the RTI program, acting in sessions. There were performed 10 sessions of collective intervention (twice a week, with 50-minute duration each) in each group. The student’s improvement performance control was made through the performance analysis of the alphabet knowledge, short-term phonological memory and reading rate and accuracy, assessed in two moments: one pre and other post-intervention. Afterwards, it has been searched to identify if the performance improvement was associated to the intervention condition and whether the bond teacher-student has made any difference in the stimulation sessions application. It has been applied the technique of non-parametric analysis of ordinal data with repeated measures to assess as much the performance change from pre to post-stimulation as to verify if the performance variation of the two occasions were associated to the intervention condition. Results: The effects of RTI for first graders showed a tendency of increasing the reading rate (p <0.001) and accuracy (p <0.001) for pre-intervention students regardless of the training model. We also found a higher median reading rate for students of the "With Tutoring" group and similar medians of accuracy in the three training conditions for students who started reading from the RTI program. For second graders, there was a tendency to increase the rate in the post-intervention period (p <0.001) regardless of the training condition (p = 0.876). Conclusions: Regardless the conditions of the intervention applied, the schoolchildren have shown performance improvement observed through of the comparison of pre and post-stimulation.