Resumo

SALLES, Jerusa Fumagalli de; PICCOLO, Luciane da Rosa; ZAMO, Renata de Souza  e  TOAZZA, Rudineia. Developmental standards in a Word/Pseudoword Reading Task for children in Elementary School. Estud. pesqui. psicol. [online]. 2013, vol.13, n.2, pp. 397-419. ISSN 1808-4281.

The single words/pseudowords reading task (LPI) is an easy to use and low cost instrument which assesses the ability of oral reading (words/pseudowords recognition). The stimuli were carefully selected controlled by regularity, length, frequency and lexicality, to allow the evaluation of reading routes (dual-route models) functionality. This study presents how the standards of performance (total scores, scores in regular and irregular words, and pseudowords) were built for children from elementary school, divided by years of school completed, age and type of school. The results showed that elder children (higher grades) had better LPI performance than the younger (lower grades). Students from private schools had better performance than children from public schools. The LPI task can be used by several professionals to complement and benefit the reading assessment, diagnosis, teaching planning, referrals and interventions.

Palavras-chave : Reading; Written; Literacy; Neuropsychology; Written language.

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