Desempenho acadêmico de estudantes do segundo segmento do ensino fundamental examinado por uma adaptação do wide range achievement test (WRAT 3)
DOI:
https://doi.org/10.7322/jhgd.44933Palabras clave:
desempenho acadêmico, cognição, desenvolvimento infantilResumen
OBJETIVOS: examinar o desempenho acadêmico de escolares brasileiros do 6º. ao 9º. ano através de uma adaptação das formas Azul e Marrom do Wide Range Achievement Test (WRAT3-TDA3). MÉTODO: o desempenho de 722 escolares (281 meninos e 441 meninas com idade média de 13,5 anos, DP= 1,4) foi avaliado. Os dados foram analisados através de uma análise multivariada de variância para determinar a relação entre o desempenho no Ditado, Aritmética e Leitura e características demográficas das crianças, história de repetência, dominância manual, e disfunção auditiva e visual. RESULTADOS: a forma do teste (Azul e Marrom) teve um efeito significativo e, por isso, os dados foram examinados separadamente para cada forma do TDA3. Demonstrou-se que o sexo, idade, etnia, ocupação materna e paterna, história de repetência e disfunção auditiva e visual estavam significativamente associados ao desempenho nos subtestes Ditado, Aritmética e Leitura de ambas as formas. Além disso, a idade e dominância manual apresentaram efeitos significativos no desempenho dos subtestes da forma Azul e escolares com disfunção auditiva ou visual mostraram um desempenho pior nos subtestes da forma Marrom em comparação com os escolares sem qualquer disfunção. CONCLUSÃO: é possível que o perfil do desempenho acadêmico dos escolares documentado no presente estudo esteja relacionado com aspectos fundamentais da linguagem e pesquisa nesta direção está atualmente em andamento.Descargas
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