<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202017000100057</article-id>
<article-id pub-id-type="doi">10.5935/2175-3520.20170006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A avaliação interativa e o software alfabetização fônica: um estudo de caso]]></article-title>
<article-title xml:lang="en"><![CDATA[The interactive assessment and the alfabetização fônica software: a case study]]></article-title>
<article-title xml:lang="es"><![CDATA[Evaluación interactiva y alfabetização fônica computadorizada: un estudio de caso]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Cristina Lúcia Maia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bastos]]></surname>
<given-names><![CDATA[Claudio Lyra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<numero>44</numero>
<fpage>57</fpage>
<lpage>66</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202017000100057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202017000100057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202017000100057&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  O trabalho verificou a efic&#225;cia - na perspectiva da avalia&#231;&#227;o interativa - de uma interven&#231;&#227;o com o software Alfabetiza&#231;&#227;o F&#244;nica no desenvolvimento lingu&#237;stico de uma aluna com defici&#234;ncia intelectual. A aluna, com 20 anos e multirrepetente, frequentava o 1&#186; ano do ensino m&#233;dio de uma escola p&#250;blica; foi diagnosticada formalmente com defici&#234;ncia intelectual e apresentava dificuldades lingu&#237;sticas na express&#227;o oral e escrita, na compreens&#227;o e na leitura. O m&#233;todo baseou-se numa an&#225;lise longitudinal, a partir de uma avalia&#231;&#227;o de pr&#233;-teste do perfil cognitivo da aluna (PROLEC), seguido da realiza&#231;&#227;o de interven&#231;&#245;es com o software Alfabetiza&#231;&#227;o F&#244;nica e de uma avalia&#231;&#227;o de p&#243;s-teste. O PROLEC visa &#224; avalia&#231;&#227;o dos processos de leitura e envolve as seguintes provas: a) Identifica&#231;&#227;o de letras; b) Processos l&#233;xicos; c) Processos sint&#225;ticos; d) Processos sem&#226;nticos. Diferen&#231;as significativas nos desempenhos entre os pr&#233;-testes e os p&#243;s-testes apontaram para a efic&#225;cia de interven&#231;&#245;es com procedimentos computadorizados nas dimens&#245;es l&#233;xicas, sint&#225;ticas e sem&#226;nticas da linguagem e na consci&#234;ncia fonol&#243;gica. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  The study aimed to verify the effectiveness - from interactive assessment approach - an intervention with the software Alfabetiza&#231;&#227;o F&#244;nica in the language skills of a student with intellectual disability. The 20-year-old student after repeted the school year many times attended the first year of high school in a public school; she was diagnosed with intellectual disability and had linguistic difficulties in oral and written expression, comprehension and reading. The method was based on a longitudinal analysis based on a review of pre-test of the cognitive profile of the student through the WAIS-III, Raven, PROLEC and conducting interventions with the software and post-test evaluation. The PROLEC aims at the evaluation of reading processes and has the following proofs: a) Identification of letters; b) Lexical processes; c) Syntactic processes; d) Semantic processes. Significant differences the performances of the student between the pre and post-tests pointing to the effectiveness of interventions, especially in lexical, syntactic and semantic dimensions of language and phonological awareness indicators. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El trabajo verific&#243; la eficacia - en la perspectiva de la evaluaci&#243;n interactiva - de una intervenci&#243;n con el software Alfabetiza&#231;&#227;o F&#244;nica en el desarrollo ling&#252;&#237;stico de una alumna con discapacidad intelectual. La alumna, con 20 a&#241;os que hab&#237;a repetido el a&#241;o muchas veces, frecuentaba el primer a&#241;o de la ense&#241;anza media de una escuela p&#250;blica; fue diagnosticada formalmente con deficiencia intelectual y presentaba dificultades ling&#252;&#237;sticas en la expresi&#243;n oral y escrita, en la comprensi&#243;n y en la lectura. El m&#233;todo se bas&#243; en un an&#225;lisis longitudinal, a partir de una evaluaci&#243;n de pre test del perfil cognitivo de la alumna (PROLEC), seguida de la realizaci&#243;n de intervenciones con el software Alfabetizaci&#243;n F&#243;nica y de una evaluaci&#243;n de post test. El PROLEC tiene como objetivo la evaluaci&#243;n de los procesos de lectura y aplica las siguientes pruebas: a) Identificaci&#243;n de letras; b) Procesos l&#233;xicos; c) Procesos sint&#225;cticos; d) Procesos sem&#225;nticos. Diferencias significativas en los desempe&#241;os entre los pre test y las post-pruebas apuntaron a la eficacia de intervenciones con procedimientos computarizados en las dimensiones l&#233;xicas, sint&#225;cticas y sem&#225;nticas del lenguaje y en la conciencia fonol&#243;gica. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Intervenção]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Alfabetização]]></kwd>
<kwd lng="pt"><![CDATA[Software]]></kwd>
<kwd lng="en"><![CDATA[Intellectual Disability]]></kwd>
<kwd lng="en"><![CDATA[Psycho-Pedagogical Interventions]]></kwd>
<kwd lng="en"><![CDATA[Interactive Assessment]]></kwd>
<kwd lng="en"><![CDATA[Software]]></kwd>
<kwd lng="en"><![CDATA[Language Skills]]></kwd>
<kwd lng="es"><![CDATA[Intervención]]></kwd>
<kwd lng="es"><![CDATA[Discapacidad]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización]]></kwd>
<kwd lng="es"><![CDATA[Software]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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