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- W2741720164 abstract "Purpose: To verify the self-perception of reading and writing difficul ties of elementary school students from region of high social risk and elevated health vulnerability index, as well as the perception of their parents about these difficulties. Methods: sixty-five students (from both genders), from the 4 th to the 7 th years of elementary school, and those responsible for them participated in the survey. Two questionnaires, one for students and another for the ones responsible for them, were used, with questions about reading and writing difficulties. It was used the School Performance Test (Teste de Desempenho Escolar - TDE, with reading and writing tests). Results: Of the students assessed, 2/3 had a positive self-perception of their performance in reading and writing and their parents appeared to realize the difficulties more sharply than their children. There was relationship between student self-perception and lower performance in reading and writing tests, which was also verified in relation to the perception of the parents. Conclusion: Less students presented negative self-perception of their performance in reading and writing when it is compared to the perception of the parents. Those children with better performance perceive themselves better and so do their parents. However, reading and writing tests revealed a higher percentage of students with lower performances than the self-perception indicated. In this sense, especially in areas of high social risk as in this study, educators and professionals involved in the teaching-learning process should be alert to signs of difficulties, even before complaints from the family and from the children." @default.
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- W2741720164 date "2016-01-01" @default.
- W2741720164 modified "2023-09-24" @default.
- W2741720164 title "Self-perception of the learning difficulties of elementary school students Autopercepção das dificuldades de aprendizagem de estudantes do ensino fundamental" @default.
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