Inclusive and Supportive Education Congress International Special Education Conference Inclusion: Celebrating Diversity? 1st - 4th August 2005. Glasgow, Scotland

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METALINGUISTC ABILITIES

COSTA, Maria Piedade
BRAZOROTTO, Joseli Soares

Universidade Federal de São Carlos, São Paulo, Brazil
Fundação de Amparo a Pesquisa do Estado de São Paulo-FAPESP
piedade@power.ufscar.br

Introduction and purpose

Writing and reading difficulties more than other learning disabilities blocks individual progress in educational, social and cultural areas, keeping the child far from important life’s information’s. A great number of studies have been developed showing the correlation between writing language domain and metalinguistic abilities (2,3,4,6,8).So, it’s necessary to make researches about writing and reading knowledge, specially for the children with an initial handicap in the domain of reading and writing, like children who are deaf/hearing impaired and children who presents learning disabilities. This study intend to be a contribution to this question and the purpose was to evaluate and compare hearing impaired children with learning disabilities children from theirs writing, reading and the metalinguistic abilities measures.

METHOD

Standardized instruments for brazilian children were used in individual evaluations (Language Exam “TIPITI”-Bráz & Pellicciotti, 1988 1; Phonologic Awareness Test - Capovilla & Capovilla, 1998 5; Words and nonwords dictation and reading test- Pinheiro, 1994 7) and the data analyzed presented in tables and figures.

Child Characteristics

The group of hearing impaired children was hearing aid users that had an oral rehabilitation program and was placed in regular classrooms.

The group of learning disabilities children was placed in regular classrooms and was “identified” by teachers as “children that don´t learn”.

Table 1. Child characteristics from Hearing Impaired Children (HIC) and Learning Disabilities Children (LDC).

* SNB (Sensorioneural Bilateral)/Degree: S= severe,SP= Severe to profound, MS= Moderate to severe.

RESULTS

Figure 1. Phonologic Awareness Test scores from the hearing impaired children and from the learning disabilities children.

Figure 2. Average of mistakes in reading tests with high frequency words, low frequency words and invented words from hearing impaired children (HIC) and Learning Disabilities Children (LCD).  

Figure 3. Total number of ortographic mistakes from the hearing impaired children and from the learning disabilities children in writing tests.

Table 2. Correlations between Phonologic abilities, reading and writing tests from HIC and LDC.   

P £ 0,05

CONCLUSIONS

• The results showed positive correlations between metalinguistic abilities measures, reading and writing, showing possible relationship the domain of metalinguistic abilities, reading and writing in these groups.
• The group of hearing impaired children shows better average scores in evaluations of reading and phonologic abilities and this results could be explained through intensive oral rehabilitation program.
• Must be develop other researchs wich involves evaluation and metalinguistic abilities training programs to schoolchildren with special education needs.

REFERENCES

• Bráz, H.A., & Pellicciotti, T.H.F. (1988). Exame de Linguagem TIPITI . São Paulo: Edição Particular.

• Brazorotto, J.S., & Costa, M.P.R.da. (2001). Habilidades metalingüísticas e linguagem escrita de escolares de 3ª e 4ª séries do ensino público. In I Seminário Internacional de Educação. (pp.1668-1673). Paraná: UEM, ISSN 1676-0417.

• Capellini, S.A., & Ciasca, S.M. (2000). Avaliação da Consciência Fonológica em crianças com distúrbio específico de leitura e escrita e distúrbio de aprendizagem. Temas sobre Desenvolvimento, 8 (48),17-23.

• Capellini, S.A., & Ciasca, S.M. (2000). Eficácia do programa de treinamento com a Consciência Fonológica em crianças com distúrbio específico de leitura e escrita e distúrbio de aprendizagem. Temas sobre Desenvolvimento, 9 (52),4-10.

• Capovilla, A.G.S., & Capovilla, F.C. (1998). Prova de Consciência Fonológica : desenvolvimento de dez habilidades da pré-escola à segunda série. Temas sobre Desenvolvimento, 7 (37), 14-20.

• Figueiredo, M.J. (1998).   Avaliação de Dificuldades de Aprendizagem da Leitura e Escrita a partir das competências de Processamento Fonológico. Disponível no seguinte endereço eletrônico: http://www.usal.es/inico/investigacion/jornadas/jornada2/simpos/s29.htm.

• Pinheiro, A.M.V. (1994). Leitura e Escrita: Uma Abordagem Cognitiva. Campinas: Editorial Psy.

• Torgesen, J.K., Wagner, R.K., & Rashotte, C. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities,27(5), 276-286.

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