Resumo

TEIXEIRA, Maria Cristina Triguero Veloz et al. Reading and writing skills of child into recovery cycle I: divergences between assessment of teachers and results of standardized tests. Rev. psicopedag. [online]. 2010, vol.27, n.83, pp. 202-213. ISSN 0103-8486.

In Brazil, the Recovery Cycles Classes are implemented to improve academics abilities of some students. The aim of this research was to assess the impact of the Recovery Cycle I Class in reading and writing abilities of 23 children inserted in a public school in São Paulo. Students were evaluated at the end of the 2^nd and 4^th semesters. The teacher made the traditional evaluation and the researchers applied the following tests: Word Reading Competence, Sentence Reading Comprehension and Picture-Print Writing. Significant improvements were observed only in the assessment made by teachers. The scores in the tests have not changed. The main results suggest that the reading and spelling of these children occur by the phonological route without doing the use of the lexical route. All participants had automatic promotion to the 5^th grade of elementary school, even not presenting a minimum level of reading.

Palavras-chave : Reading; Writing; Performance assessment.

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