{"id":5447,"date":"2021-12-01T16:30:00","date_gmt":"2021-12-01T15:30:00","guid":{"rendered":"https:\/\/www.glifing.com\/?p=5447"},"modified":"2025-04-29T15:08:38","modified_gmt":"2025-04-29T13:08:38","slug":"analisi-estadistica-del-metode-glifing","status":"publish","type":"post","link":"https:\/\/www.glifing.com\/ca\/blog\/analisi-estadistica-del-metode-glifing\/","title":{"rendered":"An\u00e0lisi estad\u00edstica del m\u00e8tode Glifing"},"content":{"rendered":"

M\u00e8tode<\/h2>\n

Els or\u00edgens de Glifing es remunten a una col\u00b7laboraci\u00f3 de la nostra directora i creadora de Glifing, Montserrat Garcia, amb la Facultat de Psicologia de la Universitat de Barcelona. L\u2019estudi que compartim a continuaci\u00f3 es va fer en el marc d\u2019aquesta col\u00b7laboraci\u00f3.<\/p>\n

L\u2019objectiu<\/strong> de l\u2019entrenament \u00e9s observar millores en els processos d\u2019aprenentatge i reeducaci\u00f3 de la lectura en infants i adolescents de diferents edats.<\/p>\n

La seg\u00fcent metodologia experimental es va portar a terme per estudiar els efectes del M\u00e8tode Glifing sobre les habilitats lectores<\/strong> dels infants amb disl\u00e8xia. Fent servir un disseny intrasubjecte, vam comparar l\u2019evoluci\u00f3 de la velocitat de lectura (paraules per minut) i el rendiment (nombre d\u2019errors)<\/strong>.<\/p>\n

Es van explorar les hip\u00f2tesis seg\u00fcents:<\/p>\n

\u2022 H.1<\/strong> L\u2019aprenentatge de la lectura a trav\u00e9s del M\u00e8tode Glifing ajuda els infants a millorar la velocitat lectora (paraules per minut)<\/strong> en comparaci\u00f3 amb els infants del grup control.<\/p>\n

\u2022 H.2<\/strong> L\u2019aprenentatge de la lectura a trav\u00e9s del M\u00e8tode Glifing ajuda els infants a millorar el rendiment (nombre d\u2019errors)<\/strong> en comparaci\u00f3 amb els infants del grup control.<\/p>\n

 <\/p>\n

Participants<\/h2>\n

Declaraci\u00f3 d\u2019\u00e8tica.<\/strong> Seguint un protocol d\u2019\u00e8tica est\u00e0ndard, \u00fanicament els infants voluntaris que van presentar un consentiment escrit dels seus pares van formar part de l\u2019avaluaci\u00f3.<\/p>\n

Grup experimental.<\/strong> 24 infants (16 homes, 8 dones) de 4t d\u2019educaci\u00f3 prim\u00e0ria (EP), 5\u00e8 d\u2019EP, 6\u00e8 d\u2019EP i 1r d\u2019ESO.<\/p>\n

Grup control.<\/strong> 23 infants (13 homes, 10 dones). Tenien la mateixa edat que els infants que pertanyien al grup experimental.<\/p>\n

Disseny<\/h2>\n

Condicions. El tipus de metodologia de lectura donada als infants es va mantenir com a variable independent amb dues condicions. En la condici\u00f3 experimental, als infants se\u2019ls va exposar al M\u00e8tode Glifing. En la condici\u00f3 control, als infants se\u2019ls va exposar a l\u2019aprenentatge est\u00e0ndard, prove\u00eft per m\u00e8todes de les seves escoles o de centres de reeducaci\u00f3 que van aplicar les metodologies i els processos habituals.<\/p>\n

L\u2019experiment va fer servir un disseny entre subjectes, \u00e9s a dir, cada participant va contribuir amb una de les condicions. El grup experimental va utilitzar el M\u00e8tode Glifing per entrenar les habilitats lectores i el grup control nom\u00e9s va rebre l\u2019educaci\u00f3 est\u00e0ndard escolar, i alguns subjectes van rebre el refor\u00e7 tradicional d\u2019un centre de reeducaci\u00f3, per\u00f2 no va estar exposat mai al M\u00e8tode Glifing. Per mesurar l\u2019evoluci\u00f3 de l\u2019automatitzaci\u00f3 del proc\u00e9s lector dels infants, es van dur a terme dues proves d\u2019avaluaci\u00f3 lectora, l\u2019una abans de l\u2019estudi, i l\u2019altra despr\u00e9s que estiguessin exposats a les condicions.<\/p>\n

Els tests d\u2019avaluaci\u00f3 que es van utilitzar van ser-ne tres:<\/p>\n

1 PROLEC R o PROLEC SE, segons si els alumnes eren de prim\u00e0ria o de secund\u00e0ria. En la versi\u00f3 en llengua castellana.
\n2 TALEC, en la versi\u00f3 en llengua catalana.
\n3 Glifing, en la versi\u00f3 biling\u00fce que avalua tant en llengua catalana com en castellana.<\/p>\n

a. Mesures dependents<\/strong><\/p>\n

Per quantificar el rendiment en lectura, es van fer servir les seg\u00fcents mesures dependents extretes de les proves.
\nParaules per minut.
\nNombre d\u2019errors.<\/p>\n

b. Materials<\/strong><\/p>\n

Proves. A tots els participants se\u2019ls va avaluar a trav\u00e9s de dues proves -una de preprova i una de postprova- per mesurar el desenvolupament de les habilitats de la lectura durant un per\u00edode variable que anava dels 20 als 35 minuts.<\/p>\n

Per aconseguir proves comparables, es van utilitzar, de cada prova, tres tipus de subproves:<\/p>\n

Test de lectura de paraules en castell\u00e0.
\nTest de lectura de paraules en catal\u00e0.
\nTest de lectura de pseudoparaules.
\nTest de lectura de textos.<\/p>\n

c. Altres materials<\/strong><\/p>\n

Els materials que es van fer servir van ser:
\nCron\u00f2metres: en el cas de les proves PROLEC i TALEC.
\nOrdinadors: amb proves informatitzades en el cas de GLIFING.<\/p>\n

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Glifing una de les millors eines per ensenyar a llegir<\/strong><\/p>\n

\"Demo<\/a><\/p>\n

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Procediment<\/h2>\n

En primer lloc, es va administrar un q\u00fcestionari per recopilar informaci\u00f3 demogr\u00e0fica: edat, sexe, any escolar, resultats acad\u00e8mics i percepci\u00f3 sobre la lectura i les capacitats pr\u00f2pies. Vam dur a terme una preprova abans d\u2019exposar els infants a qualsevol de les condicions, i la seg\u00fcent prova, una vegada exposats a les condicions.<\/p>\n

El per\u00edode temporal entre les proves va ser de 5 mesos. Els alumnes del grup experimental van seguir una mitjana de 3,4 sessions Glifing a la setmana, cosa que va suposar una mitjana de 58 sessions d\u2019uns 15 minuts cada una.<\/p>\n

Resultats del M\u00e8tode Glifing<\/h2>\n

\"\"<\/p>\n

Amb la finalitat d\u2019a\u00efllar l\u2019efecte de les dues condicions, el M\u00e8tode Glifing i la condici\u00f3 control, es va calcular per a cada infant l\u2019evoluci\u00f3 de les dues variables dependents durant les fases experimentals, \u00e9s a dir, entre les proves 1 i 2. Combinat, aix\u00f2 proporciona un valor per participant per condici\u00f3, \u00e9s a dir, 47 punts de dades per a cada variable dependent. Per provar efectes significatius, es van fer servir mesures independents t-test per a dades param\u00e8triques i prova de Mann-Whitney per a dades no param\u00e8triques. Es van utilitzar proves de Shapiro-Wilk per determinar si cada variable es distribu\u00efa de manera normal o no.
\nLa taula anterior resumeix, en angl\u00e8s, les puntuacions de totes les variables dependents.<\/p>\n

A) Paraules per minut (ppm)<\/strong><\/p>\n

Totes les dades establertes per a paraules per minut es distribu\u00efen de manera normal.
\nShapiro-Wilk Prova de normalitat ppm1, condici\u00f3 Glifing. W = 0,9487, p! Valor =0,2533<\/em>
\nShapiro-Wilk Prova de normalitat ppm1, control de la condici\u00f3. W = 0,9292, p! Valor= 0,1051<\/em>
\nShapiro Wilk-Prova de normalitat ppm2, condici\u00f3 Glifing. W = 0,9625, valor de p = 0,49<\/em>
\nShapiro Wilk-Prova de normalitat ppm2, control de la condici\u00f3. W = 0,9453, p! Valor =0,2334<\/em><\/p>\n

At\u00e8s que les dades es van distribuir de manera normal, es van utilitzar mesures independents t-test per provar els efectes. (Vam triar mesures independents perqu\u00e8 l\u2019experiment va seguir un disseny entresubjecte de la mat\u00e8ria).
\nHi va haver un efecte significatiu en les paraules per minut (t =? 3,3189, df = 44,928, p Valor = 0,001799). Abans d\u2019exposar-los al M\u00e8tode Glifing, els infants van presentar una mitjana de 81,95 paraules per minut (SD = 23,76) i van augmentar a 103,69 paraules per minut (DE = 19,09) despr\u00e9s d\u2019utilitzar el M\u00e8tode Glifing. D\u2019altra banda, el grup control va evolucionar a partir de M = 77,23 (DE = 23,86) paraules per minut a M = 82,66 (DE = 18,23) despr\u00e9s de la mateixa quantitat de temps.<\/p>\n

Els infants del grup experimental, amb la pr\u00e0ctica del M\u00e8tode Glifing, van augmentar significativament el nombre de paraules llegides per minut en comparaci\u00f3 amb els infants del grup control. Per tant, vam acceptar la hip\u00f2tesi:
\nH.1 L\u2019aprenentatge de la lectura a trav\u00e9s del M\u00e8tode Glifing ajuda els infants a millorar la velocitat lectora (paraules per minut) en comparaci\u00f3 amb els infants del grup control.<\/p>\n

B) Nombre d\u2019errors<\/strong><\/p>\n

Nom\u00e9s es van distribuir de manera normal dos conjunts de dades per a Nombre d\u2019errors.
\nShapiro-Wilk Prova d\u2019errors de normalitat1, condici\u00f3 Glifing. W = 0,9413, p! Valor =0,1744<\/em>
\nShapiro-Wilk Prova d\u2019errors de normalitat1, control de la condici\u00f3. W = 0,8524, p! Valor =0,003014<\/em>
\nShapiro-Wilk Prova d\u2019errors de normalitat2, condici\u00f3 Glifing. W = 0,9627, p! Valor = 0,4948<\/em>
\nShapiro-Wilk Prova d\u2019errors de normalitat2, control de la condici\u00f3. W = 0,8327, p! Valor = 0,001341<\/em><\/p>\n

Per tant, vam utilitzar mesures independents Mann-Whitney Test per provar els efectes. (Nosaltres vam escollir mesures independents perqu\u00e8 l\u2019experiment va seguir un disseny entre subjectes.)
\nNo es va trobar cap efecte significatiu sobre el nombre d\u2019errors (W = 348, p = valor = 0,1297). El nombre d\u2019errors en el grup control (M = 2,32, SD = 1,47) va passar de (M = 1,00, SD = 0,53) i de (M = 3,47, SD = 2,61) a (M = 2,93, SD = 2,12) en el grup de control sense trobar cap efecte.<\/p>\n

Per tant, no som capa\u00e7os de dir si l\u2019exercici amb el M\u00e8tode Glifing va afectar el nombre d\u2019errors de lectura. A causa d\u2019aquest resultat, vam rebutjar la hip\u00f2tesi H.2. L\u2019aprenentatge via Glifing ajuda els infants a millorar el rendiment de lectura (nombre d\u2019errors).<\/p>\n

Conclusions<\/h2>\n

L\u2019aplicaci\u00f3 d\u2019un entrenament lector amb el M\u00e8tode Glifing produeix millores notables i significatives en la velocitat de lectura, ja que ajuda a automatitzar el proc\u00e9s de descodificaci\u00f3. En estudis posteriors veurem com aix\u00f2 incideix tamb\u00e9 en canvis favorables en la millora de la comprensi\u00f3.<\/strong><\/p>\n

Pel que fa als errors de lectura, tot i que els resultats no han estat significatius en aquest estudi, malgrat la import\u00e0ncia de la millora observada, ser\u00e0 objecte d\u2019estudi en el futur i estem segurs de poder obtenir resultats significatius.<\/p>\n

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Vols saber com podem ajudar-hi? contacta amb nosaltres<\/strong><\/span><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

M\u00e8tode Els or\u00edgens de Glifing es remunten a una col\u00b7laboraci\u00f3 de la nostra directora i creadora de Glifing, Montserrat Garcia, amb la Facultat de Psicologia de la Universitat de Barcelona. L\u2019estudi que compartim a continuaci\u00f3 es va fer en el marc d\u2019aquesta col\u00b7laboraci\u00f3. L\u2019objectiu de l\u2019entrenament \u00e9s observar millores en els processos d\u2019aprenentatge i reeducaci\u00f3 […]<\/p>\n","protected":false},"author":1,"featured_media":5448,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"ocean_post_layout":"full-width","ocean_both_sidebars_style":"","ocean_both_sidebars_content_width":0,"ocean_both_sidebars_sidebars_width":0,"ocean_sidebar":"0","ocean_second_sidebar":"0","ocean_disable_margins":"on","ocean_add_body_class":"","ocean_shortcode_before_top_bar":"","ocean_shortcode_after_top_bar":"","ocean_shortcode_before_header":"","ocean_shortcode_after_header":"","ocean_has_shortcode":"","ocean_shortcode_after_title":"","ocean_shortcode_before_footer_widgets":"","ocean_shortcode_after_footer_widgets":"","ocean_shortcode_before_footer_bottom":"","ocean_shortcode_after_footer_bottom":"","ocean_display_top_bar":"default","ocean_display_header":"default","ocean_header_style":"","ocean_center_header_left_menu":"0","ocean_custom_header_template":"0","ocean_custom_logo":0,"ocean_custom_retina_logo":0,"ocean_custom_logo_max_width":0,"ocean_custom_logo_tablet_max_width":0,"ocean_custom_logo_mobile_max_width":0,"ocean_custom_logo_max_height":0,"ocean_custom_logo_tablet_max_height":0,"ocean_custom_logo_mobile_max_height":0,"ocean_header_custom_menu":"0","ocean_menu_typo_font_family":"0","ocean_menu_typo_font_subset":"","ocean_menu_typo_font_size":0,"ocean_menu_typo_font_size_tablet":0,"ocean_menu_typo_font_size_mobile":0,"ocean_menu_typo_font_size_unit":"px","ocean_menu_typo_font_weight":"","ocean_menu_typo_font_weight_tablet":"","ocean_menu_typo_font_weight_mobile":"","ocean_menu_typo_transform":"","ocean_menu_typo_transform_tablet":"","ocean_menu_typo_transform_mobile":"","ocean_menu_typo_line_height":0,"ocean_menu_typo_line_height_tablet":0,"ocean_menu_typo_line_height_mobile":0,"ocean_menu_typo_line_height_unit":"","ocean_menu_typo_spacing":0,"ocean_menu_typo_spacing_tablet":0,"ocean_menu_typo_spacing_mobile":0,"ocean_menu_typo_spacing_unit":"","ocean_menu_link_color":"","ocean_menu_link_color_hover":"","ocean_menu_link_color_active":"","ocean_menu_link_background":"","ocean_menu_link_hover_background":"","ocean_menu_link_active_background":"","ocean_menu_social_links_bg":"","ocean_menu_social_hover_links_bg":"","ocean_menu_social_links_color":"","ocean_menu_social_hover_links_color":"","ocean_disable_title":"default","ocean_disable_heading":"default","ocean_post_title":"","ocean_post_subheading":"","ocean_post_title_style":"","ocean_post_title_background_color":"","ocean_post_title_background":0,"ocean_post_title_bg_image_position":"","ocean_post_title_bg_image_attachment":"","ocean_post_title_bg_image_repeat":"","ocean_post_title_bg_image_size":"","ocean_post_title_height":0,"ocean_post_title_bg_overlay":0.5,"ocean_post_title_bg_overlay_color":"","ocean_disable_breadcrumbs":"default","ocean_breadcrumbs_color":"","ocean_breadcrumbs_separator_color":"","ocean_breadcrumbs_links_color":"","ocean_breadcrumbs_links_hover_color":"","ocean_display_footer_widgets":"default","ocean_display_footer_bottom":"default","ocean_custom_footer_template":"0","ocean_post_oembed":"","ocean_post_self_hosted_media":"","ocean_post_video_embed":"","ocean_link_format":"","ocean_link_format_target":"self","ocean_quote_format":"","ocean_quote_format_link":"post","ocean_gallery_link_images":"off","ocean_gallery_id":[],"footnotes":""},"categories":[240],"tags":[],"class_list":["post-5447","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-metode-glifing-ca","entry","has-media","owp-thumbs-layout-horizontal","owp-btn-normal","owp-tabs-layout-horizontal","has-no-thumbnails","has-product-nav"],"acf":[],"yoast_head":"\nM\u00e8tode Glifing, an\u00e0lisi estad\u00edstica - 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