School Performance Test Research Articles

Comparação dos erros ortográficos de alunos com desempenho inferior em escrita e alunos com desempenho médio nesta habilidade

OBJETIVO: O objetivo deste estudo foi comparar se crianças com baixo desempenho em escrita cometem mais erros ortográficos que crianças da mesma série com desempenho satisfatório nesta tarefa, e quais os tipos de erros ortográficos mais freqüentes. MÉTODOS: Participaram deste estudo 24 crianças da 2ª série do ensino fundamental de uma escola pública, avaliadas individualmente. O teste aplicado foi o subteste de escrita do Teste de Desempenho Escolar, composto por 34 palavras que são ditadas aos alunos. RESULTADOS: Os alunos com desempenho inferior em escrita cometeram significativamente mais erros ortográficos que o grupo com desempenho satisfatório. Os erros que tiveram diferença estatisticamente significativa entre os dois grupos foram erros do tipo hipercorreção, dificuldade com marcadores de nasalização, relação fonografêmica irregular, omissões de sílabas e erros por troca de letras. Também houve correlação fortemente negativa entre erros ortográficos e desempenho em escrita. CONCLUSÕES: Quanto melhor o desempenho em escrita, menos erros ortográficos possui a elaboração gráfica do aluno. Os erros mais freqüentes no grupo com desempenho baixo, que os difere do outro grupo, dizem respeito aos erros de relação fonografêmica irregular, omissões de sílabas, dificuldade no uso de marcadores de nasalização, hipercorreção e erros por troca de letras. Com o avanço da capacidade de aprendizagem da criança, o desempenho ortográfico tende a melhorar.

Benign childhood epilepsy with centro-temporal spikes: correlation between clinical, cognitive and EEG aspects

Benign childhood epilepsy with centro-temporal spikes (BECTS) is a form of epilepsy with no demonstrable anatomical lesion showing spontaneous seizure remission. During the active phase of the disease the children may show cognitive deficits. The objective of this study was to assess, in children with BECTS, the relationship between clinical-EEG aspects and performance in the school performance test (SPT), Raven's progressive matrixes test and the Wechsler Intelligence Scale for Children (WISC-III). Forty-two 7 to 11 year old children were included and the following tests carried out: anamnesis, neurological examination, electroencephalogram (EEG), SPT, Raven's test and WISC-III. The children with BECTS had normal IQ values but showed inferior performance in the SPT more frequently than "healthy" children, paired with respect to age and maternal scholastic level. There was moderate positive correlation between WISC-III results and the age when the seizures started and the educational level of the parents. On the other hand, aspects linked to the epileptic nature of BECTS, such as the number of seizures, time since last seizure and the number and lateralization of the centro-temporal spikes on the EEG, showed no correlation with the neuropsychological tests.

Criatividade e dificuldade de aprendizagem: avaliação com procedimentos tradicional e assistido

Avaliaram-se os efeitos de um programa de criatividade em alunos da 2ª e 3ª séries de escola pública, com dificuldade de aprendizagem, por combinação de procedimentos tradicional e assistido, nas áreas acadêmica (Teste de Desempenho Escolar- TDE), cognitiva (WISC, Raven e Jogo de Perguntas de Busca com Figuras Diversas- PBFD) e da criatividade (Torrance Verbal e Figurativo). Pelo desempenho no TDE (inferior) e WISC (QI: 92), foi composta a amostra de 34 alunos (8-12 anos), dividida aleatoriamente em dois grupos, sendo G1 submetido a programa de criatividade por 3 meses. No pré-teste, não havia diferenças intergrupos significativas, exceto no Raven, com melhor desempenho de G2; diferença que desapareceu no pós-teste. Neste, houve diferença significativa para G1 no TDE. No PBFD, G1 manteve o desempenho após ajuda, com transferência de aprendizagem e aumentou o perfil alto-escore e transferidor; também melhorou em criatividade verbal (fluência e flexibilidade), enquanto G2 melhorou em flexibilidade.

Sleep and Student Performance at School

To review the state of research on the association between sleep among school-aged children and academic outcomes, the authors reviewed published studies investigating sleep, school performance, and cognitive and achievement tests. Tables with brief descriptions of each study's research methods and outcomes are included. Research reveals a high prevalence among school-aged children of suboptimal amounts of sleep and poor sleep quality. Research demonstrates that suboptimal sleep affects how well students are able to learn and how it may adversely affect school performance. Recommendations for further research are discussed.

Influências de um programa de criatividade no desempenho cognitivo e acadêmico de alunos com dificuldade de aprendizagem

Creativity in children with learning disabilities is a complex process due to the academic difficulties that those children have to face. This research has investigated the effects of a creativity program on the academic and cognitive performance of 17 students with learning disabilities, from the second and third grades of elementary public school in Vitoria/ES, comparing to the control group. The results indicated a significant improvement in the academic (School Performance Test) and cognitive performance (Raven) of the group who was trained.

A relação entre o envolvimento paterno e o desempenho acadêmico dos filhos

O objetivo deste trabalho foi o de estudar o impacto da qualidade do relacionamento entre pai e filho sobre o desempenho acadêmico de crianças escolares. Participaram deste estudo 58 pais e seus filhos da 5ª e 6ª séries. Os pais preencheram o questionário "Qualidade da interação familiar na visão paterna" e os filhos preencheram o questionário "Interação pai-filho". Para investigar como o envolvimento dos pais afetou o desempenho acadêmico dos seus filhos, as crianças foram avaliadas com o "Teste de Desempenho Escolar". Observou-se que, quanto maior a freqüência de comunicações entre pai e filho e quanto maior o envolvimento dos pais nas atividades escolares, culturais e de lazer do filho, melhor o desempenho acadêmico das crianças. Tais resultados demonstram a importância do pai para o desempenho acadêmico dos filhos e apontam para a necessidade de educar os homens para conhecerem as muitas ações que podem melhorar seu desempenho enquanto pais.

School performance in children with benign childhood epilepsy with centrotemporal spikes

Neuropsychological implications of benign childhood epilepsy with centrotemporal spikes-rolandic spikes (BECTS) have not been adequately investigated. The aim of this study was to compare the results in a school performance test of patients with BECTS and normal age-matched controls. A total of 20 children with BECTS and 20 normal controls were submitted to anamnesis, clinical evaluation, Raven test, school performance test (SPT), digital electroencephalogram and quantitative electroencephalogram analysis. Comparing with normal controls, children with BECTS showed significantly lower SPT results, especially in reading test. There was an association between the higher number of rolandic spikes and inferior performance in SPT reading test. These findings suggest that discharges may be a factor in the genesis of lower performance in reading test in children with BECTS.

Quantitative electroencephalography in healthy school-age children: analysis of band power

Quantitative EEG aspects are studied with respect to age, sex and sociocultural parameters. A total of 162 children, from 7 to 11 years, neurologically and intellectually normal was studied. They were submitted to anamnesis, neurological examination, Raven test, school performance test, digital electroencephalogram and quantitative electroencephalogram analysis. There was a decrease in absolute and relative delta and theta power and an increase in alpha 2 relative power with the increase of age. These findings are similar to those observed in studies from Europe, Asia and North America. Absolute delta and alpha power were higher in children with better scores in school performance test. There were no significant differences in quantitative electroencephalographic parameters according to sex and the mother's educational level.

O senso de auto-eficácia e o comportamento orientado para aprendizagem em crianças com queixa de dificuldade de aprendizagem

Objetiva-se avaliar aspectos do desempenho acadêmico de crianças, relacionando indicadores da produção e do comportamento orientado para aprendizagem com indicadores de percepção do senso de auto-eficácia. Procedeu-se a avaliação por meio do Roteiro de Observação Clínica Comportamental da Criança e do Roteiro de Avaliação do Senso de Auto-Eficácia de 52 crianças, de ambos os sexos, na faixa etária de oito a 12 anos, alunos de 1ª a 4ª série, divididas em: 26 crianças com queixa de dificuldade de aprendizagem, encaminhadas para atendimento psicológico e 26 crianças com bom desempenho acadêmico avaliado por Teste de Desempenho Escolar. Observou-se que as crianças com queixa de dificuldade de aprendizagem, quando comparadas às crianças com bom desempenho, apresentaram diferença estatisticamente significativa; a) quanto à produção: atividades de qualidade média; b) quanto ao comportamento: baixa capacidade de organização, atenção, iniciativa, decisão, comunicação e interação espontânea; c) quanto à percepção: baixo senso de auto-eficácia.

Grade Retention and School Performance:: An Extended Investigation

A follow-up study of the predictors and consequences of grade retention up to age 14 was conducted. This study investigated the effects of retention on school achievement, perceived school competence, and delinquency. The study sample included 1,164 low-income, minority (95% Black, 5% Hispanic) children from the Chicago Longitudinal Study. This was 93% of the original study by Reynolds (1992). Twenty-eight percent of the study sample were retained-in-grade by age 14 (first grade–eighth grade). The strongest predictors of retention were early school performance (test scores and grades), gender (boys were more likely to be retained), parental participation in school, and the number of school moves. Grade retention was significantly associated with lower reading and mathematics achievement at age 14, above and beyond an extensive set of explanatory variables. Results based on same-age comparison groups yielded larger effects of retention on school achievement than results based on same-grade comparison groups. Both approaches, however, indicated that grade retention was associated with significantly lower reading achievement. Grade retention was not related either to perceived school competence at age 12 or to delinquency infractions at age 14. With one exception, the effects of early grade retention (Grades 1–3) were similar to those of later grade retention (Grades 4–7). Like the earlier study, these findings suggest that intervention approaches other than grade retention are needed to better promote school achievement and adjustment.

Eight-Year School Performance, Neurodevelopmental, and Growth Outcome of Neonates With Bronchopulmonary Dysplasia: A Comparative Study

Eight-year outcome is reported for three groups of preterm infants with bronchopulmonary dysplasia--group 1 with a birth gestation of less than or equal to 31 weeks receiving supplemental oxygen until the equivalent of 36 weeks' gestation, group 2 of the same gestation receiving supplemental oxygen to 28 days postnatal age but not to 36 weeks gestational age, and group 3 with a gestation of greater than or equal to 32 weeks requiring supplemental oxygen for greater than 28 days--and for an individually matched preterm neonatal comparison group and a term peer comparison group for each bronchopulmonary dysplasia group. The subjects all had parents whose mother tongue was English and were matched for gender, mother's education, and father's socioeconomic status, and in the case of the neonatal comparison groups they also were matched for birth gestation and birth weight. Physical growth and psychoeducational and school performance test scores were similar for the three bronchopulmonary dysplasia study groups with the exception of lower intelligence quotient for those receiving supplemental oxygen for the longest time. Children in groups 1 and 2 had outcome scores similar to those of the neonatal comparison group and significantly below those of their peer comparison groups. On multivariate analysis for group 1 children, 61% of the variance of academic achievement was related to lowest recorded pH, father's socioeconomic status, and lowest recorded PaO2. Compared with the peer groups, the study groups continued to show academic delay when the disabled children were excluded from analysis.(ABSTRACT TRUNCATED AT 250 WORDS)

Prediction of School Failure From Third-Grade Data

Background characteristics, school performance, and achievement test data were analyzed for 788 third-grade boys and 774 third-grade girls who were known later to have become high school dropouts or graduates. As early as the third grade, dropouts differed significantly from graduates in age, IQ level, marks received in course work, parent's occupational and educational level, family size, marital status of parents, and tested reading, arithmetic, and language skill achievement. A combination of predictors produced a multiple correlation with dropout or graduation of .51 for boys and .49 for girls. A discriminant function yielded an overall correct classification of dropouts and graduates of 75%. Although prediction was less accurate for dropouts than for graduates, 6 or 7 of every 10 later school failures were correctly classified by characteristics exhibited in the third grade.

THE EFFECTS OF ABSENCE ON PRIMARY SCHOOL PERFORMANCE.

Summary. Detailed absence records are available for 3,273 primary school children from the National Survey of Health and Development. They are grouped in seven categories, according to the history of school attendances between 6 1/2 and 10 1/2 years. In the upper middle classes the eleven‐year mental ability and school performance test scores are unaffected by the amount of absence and by the age distribution of the absences. In all other social classes, considerable effects are recorded, children who are consistently absent or who are often absent in the last two years at primary school making low scores at eleven, and showing a relative deterioration in score between 8 and 11 years. On the whole, children who are often away in the first two years but make good attendances in the subsequent years catch up, but not if they come from the lower manual working class or go to primary schools that have a poor academic record. Even after allowing for the influence of absence on test performance, the children who are often absent get fewer grammar school places than expected; this is particularly noticeable for the manual working class children.