Resumen

OLIVEIRA, Aimi Tanikawa de; SADDY, Barbara S.; MOGRABI, Daniel C.  y  COELHO, Cristina Lúcia Maia. Electronic games in the perspective of interactive assessment: learning tools with intellectual disabilities students. Neuropsicologia Latinoamericana [online]. 2015, vol.7, n.3, pp. 28-35. ISSN 2075-9479.  http://dx.doi.org/10.5579/rnl.2015.0269.

In the educational field, ludic and technological interfaces can be powerful teaching tools. The current study investigated the effectiveness of a psychopedagogical intervention using the Phonic Alphabetization software, in an interactive assessment perspective, on the reading proficiency of students with intellectual disabilities (n = 14) in Niterói Municipal Educational Foundation. Was conducted a pre- and post-test assessment with the PROLEC - Reading Skills Tests. The intervention showed evidence of improvements on phonological activities, reading ability, decoding and grapheme conversion, as well as in variables related to reading words, syntactic and semantic processes. Such results reinforce the plasticity of the brain and the potential of psychopedagogical interventions, which may be seen as an essential starting point to the alphabetization of individuals with intellectual disabilities. Interventions that combine electronic games with an interactive assessment perspective may break a vicious cycle of frustration, low efficiency and school failure among students with intellectual disabilities.

Palabras clave : Learning; Intellectual disability; Interactive assessment; Language; Electronic games.

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