Figueiredo, Sandra; Martins, Margarida Alves; Silva, Carlos Fernandes da
Recent research on cognitive and academic performance assessment of immigrant
students evidences inconsistencies in teachers’ practice regarding performance assessment
of L2 students. We aim to verify whether students classified by schools as having
different proficiency levels in accordance to the Common European Framework of Reference
for Languages (CEFR, 2001) perform differently in tests on vocabulary and verbal
reasoning. The study included 23 learners of Portuguese as L2 aged 9-18, divided into three
groups according to their proficiency level (A1, A2, B1). Assessment tools included four
tasks - verbal analogies, semantic associations, picture naming and morphological extraction.
Our expectations are that A1 students perform more poorly in all tasks...
Fernandes, Ana Rita Ligeiro; Mata, Maria de Lourdes Estorninho Neves
Este trabalho teve dois objetivos a elaboração de um programa para trabalhar emoções básicas com crianças em idade pré-escolar sustentado em histórias infantis e a análise do seu impacto no desenvolvimento do conhecimento das emoções a 3 níveis: nomeação, reconhecimento e conhecimento da causa das emoções, O programa foi desenvolvido com crianças dos 3 aos 5 anos, existindo um grupo de intervenção com questionamento ao nível das emoções (Alegria, Tristeza, Raiva e Medo) e um grupo de controlo. Após 8 sessões identificaram-se diferenças estatisticamente significativas entre os 2 grupos, no seu conhecimento das emoções.
Franco, Vitor; Melo, Madalena; Santos, Graça; Apolónio, Ana; Amaral, Leonor
Early intervention with children at risk or facing developmental problems is a practice
defined by three fundamental characteristics: being family-centered, being based on
the community and on the child’s life context, and being conducted by a team
with transdisciplinary practice. In this paper we wish to present how the SNIPINational
System of Early Intervention, implemented in Portugal over the past 15 years,
contributes to promote maximum development and the full inclusion of children up to
6 years of age and works to prevent school failure. The SNIPI covers the entire territory
and intends to respond to the needs of children with developmental disorders or those in
Ferreira, Milene Alexandra Gregório; Aguiar, Cecília; Correia, Nadine; Fialho, Margarida; Pimentel, Júlia van Zeller de Serpa
Based on peer sociometric reports, we examined how number of friendships, social acceptance,
and characteristics of social networks vary as a function of disability profile. We also investigated
teachers’ awareness of the sociometric status of young children with disabilities. Participants
were 86 children with disabilities (63 boys) enrolled in inclusive preschool classrooms of the
Metropolitan Area of Lisbon, Portugal (Mage = 67.33 months, SD = 10.54). Findings suggest that
children with severe or sociobehavioral disabilities may be at increased risk of social rejection
and isolation, having fewer friends and lower social network centrality than children with mild
disabilities. Low agreement between teachers’ classifications of the social status...
Gaitas, Sérgio Miguel Protásio; Martins, Margarida Alves
This study analyses teacher perceived difficulty in implementing
differentiated instructional strategies in regular classes. The participants
were 273 Portuguese primary school teachers with teaching experience
ranging from 1 to 33 years. A 39-item questionnaire was used to evaluate
teacher perceived difficulty in relation to different instructional strategies.
Teacher responses were factor analysed and five different domains were
identified: (1) activities and materials; (2) assessment; (3) management;
(4) planning and preparation; and (5) classroom environment. Results
showed that with the exception of the classroom environment domain,
all the instruction practices in the remaining domains were considered to
be difficult. In particular, the most difficult practices were under the
domain of activities and...
Rosa, Joao Manuel; Nunes, Terezinha
Previous research has suggested that children in the early grades of
primary school do not have much awareness of morphemes. In this study, a priming
paradigm was used to try to detect early signs of morphological representation of
stems through a spelling task presented to Portuguese children (N = 805; age range
6–9 years). Primes shared the stem with the targets and contained well-articulated,
stressed vowels; the stems of the target words and pseudo-words contained nonstressed
schwa vowels, which typically result in spelling difficulties. If priming
proved effective, the well-articulated vowels in the prime should result in an
improvement in the spelling of the schwa vowels. Primes were...
Martins, Margarida Alves; Silva, Ana Cristina
The objective of this study was to assess the impact of a training programme, designed to make preschool-age children’s invented
spelling evolve, on their phonemic awareness. The participants were 90 children who were divided into 3 experimental
and 3 control groups based on the nature of their invented spelling. Children’s phonemic skills were evaluated in a pre-test and
a post-test. In between the experimental groups underwent the training program. The experimental groups achieved greater progress
in the phonemic tests than the control groups. The training’s impact on those tests differed depending on the level of the children’s
Pipa, Joana; Peixoto, Francisco
Silva, Ana Cristina; Almeida, Tiago Alexandre Fernandes; Martins, Margarida Alves
Our aim was to analyse the impact of the characteristics of words used
in spelling programmes and the nature of instructional guidelines on the evolution
from grapho-perceptive writing to phonetic writing in preschool children. The
participants were 50 5-year-old children, divided in five equivalent groups in
intelligence, phonological skills and spelling. All the children knew the vowels and
the consonants B, D, P, R, T, V, F, M and C, but didn’t use them on spelling. Their
spelling was evaluated in a pre and post-test with 36 words beginning with the
consonants known. In-between they underwent a writing programme designed to
lead them to use the letters P...
Peixoto, Francisco José Brito; Almeida, Leandro da Silva
Previous research into the relationship between self-esteem and academic
achievement shows that despite differences in academic self-evaluation, students’ global
self-representations do not differ as a result of their grades at school. In this study, we will
analyse the strategies that underachievers used to maintain their self-esteem at an acceptable
level. The participants were 955 adolescents in the 7th, 9th and 11th grades at four
secondary schools in Lisbon. Three hundred fifty-two of these students had retaken a year
at least once in their school careers, whilst 603 had never done so. We collected the data
using both a self-concept scale and a scale for evaluating attitudes towards...
Silva, Tânia Carina Boavida Domingues da; Aguiar, Cecília; McWilliam, Robin A.; Pimentel, Júlia van Zeller de Serpa
Individualized education programs (IEPs) are a fundamental mechanism for making special education
services unique for the child and for enhancing the developmental outcomes of children with
disabilities. If written IEP goals diverge, however, from recommended practices, they might result
in ineffective interventions. This study investigated the quality of Portuguese IEP goals written for
83 preschoolers with disabilities attending public preschool classrooms from 21 school groups
from the District of Lisbon, Portugal. The quality of IEP goals was measured using the Goal Functionality
Scale III (R. A. McWilliam, 2009) and the IEP/Individualized Family Service Plan Goals
and Objectives Rating Instrument (A. R. Notari, 1988). Results showed that IEP...
Pinto, Alexandra Maria Pereira Inácio Sequeira; Torres, Nuno; Veríssimo, Manuela; Maia, Joana Branco; Fernandes, Marília; Santos, Orlando
Constituant les deux principaux domaines de la compréhension théorique et scientifique des êtres humains, la théorie de l’attachement et la psychanalyse se sont développées de façon autonome, tout en maintenant des points de contact. Cette recherche vise à les relier de façon empirique en se concentrant sur les théories psychanalytiques de la relation d’objet. L’Attachment story completion task a été administré à un échantillon de 51 enfants en âges préscolaire et scolaire. Les narratives ont été analysées de manière indépendante, sur le ton émotionnel du monde interne objectal, évaluées en fonction de la dimension de la Tonalité affective du paradigme...