Jane Correa

Regras contextuais e morfossintáticas na aquisição da ortografia da língua portuguesa por criança

The present study intended to examine differences in complexity presented by different orthographic contexts in the acquisition of Portuguese orthography. Second- and fourth-grade children were presented with a spelling task, which included low-frequency words, based on either morphosyntactic (suffixes esa, oso and eza) or contextual (uses of r and rr and nasalization before consonants) rules. It was observed a clear hierarchy in the learning of the orthographic rules examined. Contrary to the idea that children would have better performance in spelling words based on contextual rules, in this study the easiest spelling items were not only the ones based on contextual rules: the use of the suffixes esa and oso is an easy orthographic rule to learn, along with some contextual rules. Although the fourth graders scored better in the task, childrens difficulties with the various orthographic contexts are very similar for both grades.

Habilidades lingüístico-cognitivas em leitores e não-leitores

BACKGROUND investigation of linguistic and cognitive skills in readers and nonreaders. AIM to evaluate the performance of readers and nonreaders in tasks related to several linguistic and cognitive skills and to determine the implication of the results to the clinical practice and to eduaction. METHOD participants of the study were 35 children in the process of alphabetization. The children were given tasks designed to assess their cognitive and linguistic abilities. The group of nonreaders was composed by 20 children who did not read any of the words presented on a list of 24 items. The group of readers included 15 children who read nearly every word presented on the same list. RESULTS the group of readers presented a better performance on the following tasks: language development assessment; alphanumeric rapid automatized naming and working memory. There was a great variability in the performance of readers and nonreaders in the phonological awareness tasks. For the group of readers, syllabic judgment and segmentation tasks were considered easy or very easy; syllabic transposition and phonemic subtraction presented medium difficulty and phoneme identification was considered a difficult task. For the group of nonreaders, syllabic segmentation was considered an easy task; syllabic judgment presented medium difficulty, and syllabic transposition, phonemic subtraction and phoneme identification were considered very difficult. CONCLUSION the experience with reading influences the performance of children in linguistic and cognitive tasks. The performance of readers and nonreaders in the phonological awareness assessments indicates the importance of taking into account not only the required level of linguistic segmentation but also the cognitive level required by the nature of the task.

A avaliação da consciência morfossintática na criança

Literature review on the origin and the development of morphosyntatic awareness and its relation to written language acquisition shows the use of several tasks to measure morphosyntactic awareness as well as the differences in their pattern of development and in their importance to predict childrens written language apprenticeship. The present study aims to carry out a literature review on morphosyntactic awareness in order to describe the current tasks used to measure it and to discuss the validity and the appropriateness of such instruments to the research on the development of childrens morphosyntactic abilities. It is discussed, in the present analysis, the efficacy of the classical morphosyntactic awareness tasks as well as the current tasks in effectively access childrens intentional manipulation of their morphosyntactic knowledge.

Contexto de produção e o estabelecimento da coerência na escrita de histórias por crianças

This study examines the influence of schooling and the context of textual production on stories written by 1st and 2nd graders. In the first condition, children were asked to write original stories. In the second condition, they were asked to reproduce in writing a classical tale for children. The stories were classified according to the complexity and coherence of the narrative. Results indicate that schooling and condition of text production influenced the establishment of textual coherence. However, the effect of the contexts of textual production on childrens writing was not the same for all children. Sensitivity to the contexts of text production seemed to have been related to childrens awareness of narrative schema.

A relação da tarefa de erro intencional com o desempenho ortográfico da criança considerados os aspectos morfossintáticos e contextuais da língua portuguesa

Este estudo examina a eficacia da tarefa de erro intencional em predizer o desempenho ortografico de criancas cursando a 2a e 4a series do ensino fundamental. A tarefa de erro intencional consiste na transgressao proposital que a crianca faz sobre sua producao escrita. Com isto seria possivel avaliar o nivel de conhecimento ortografico da crianca uma vez que para cometer intencionalmente um erro ortografico seria necessario certo dominio da norma. Tres regras ortograficas em Portugues foram investigadas: uma regra morfossintatica (emprego dos sufixos oso, esa e eza) e duas regras de contexto (uso do R e do RR; nasalizacao diante de consoantes). Os resultados indicaram que a escolaridade esta relacionada tanto ao desempenho ortografico das criancas quanto a sua competencia em transgredir intencionalmente a norma. A tarefa de erro intencional, por sua vez, fornece informacao sobre o nivel de conhecimento ortografico que as criancas possuem nos contextos ortograficos que estas consideram como problematicos.

A avaliação da consciência sintática na criança: uma análise metodológica

Since the 1970s, there is an increasing interest in the investigation of childrens metalinguistic development and the role played by metalinguistic abilities to reading and writing. Among such abilities, one can name the syntactic awareness. The present study aims to carry out a methodological literature review on syntactic awareness in order to describe the tasks used to measure it and to discuss the validity and the appropriateness of such instruments to the research on the development of metasyntactic abilities in children. In the present analysis, we discuss the efficacy of the classical syntactic awareness tasks (judgment, correction, repetition and localization) as well as tasks of recent use in literature (analogy and replication tasks) in effectively access childrens intentional manipulation of their syntactic knowledge.

A influência de diferentes contextos de intervenção na escrita de histórias por crianças

The study investigates the influence of instructional contexts involving metatextual activities in the writing of stories by children. In the first instructional context, activities were conducted which highlighted the narrative structure of the stories and which encouraged the children to discuss critically the characteristics of a story by taking two stories as examples. In the second context, besides the activity of reflecting on the hierarchical organization of the storys narrative conducted using just one sample story, the children were also asked to brainstorm ideas for a new story. The results showed a significant improvement in the quality of story writing with the children who participated in the instructional contexts compared to those who participated in a control group.

Aprendendo a ler e a escrever: a narrativa das crianças sobre a alfabetização

Esse estudo examina as narrativas orais feitas por criancas da primeira serie escolar acerca da alfabetizacao. Foram entrevistadas 38 criancas vindas de familias de baixa renda e que frequentavam uma escola publica da cidade do Rio de Janeiro. A maioria das criancas que encontraram dificuldade durante o processo de alfabetizacao produziu narrativas que se referiam a descricao da rotina escolar ou de atividade relacionada a leitura e a escrita sem mencao ao desempenho do protagonista da historia. Por outro lado, as criancas que foram bem-sucedidas produziram um numero significativo de historias relatando o sucesso do protagonista durante o aprendizado inicial da leitura e da escrita. Poucas historias foram produzidas, por ambos os grupos, narrando o insucesso do protagonista. Os resultados foram discutidos com relacao as representacoes acerca da experiencia de sucesso ou fracasso experimentado pela crianca em seu aprendizado.

Consciência metalinguística e compreensão de leitura: diferentes facetas de uma relação complexa

O presente artigo, de natureza teorica e com base em pesquisas realizadas com criancas, discute as complexas relacoes entre consciencia metalinguistica e compreensao leitora a partir da consciencia fonologica, da consciencia morfologica e da consciencia metatextual. A consciencia fonologica refere-se a habilidade de refletir acerca dos sons que compoem as palavras, auxiliando no processo de decodificacao que, por sua vez, contribui para a compreensao de leitura. A consciencia morfologica pode ser entendida como a habilidade de refletir sobre os morfemas, que sao as menores unidades linguisticas que tem significado proprio. O que se observa e que a informacao relativa a decodificacao interage com informacoes sintatico-semânticas oriundas do conhecimento que o leitor possui acerca da morfologia da lingua, contribuindo para a leitura de textos. A consciencia metatextual refere-se a habilidade de refletir sobre as propriedades dos textos. Diferentemente da consciencia fonologica e morfologica, as relacoes entre a consciencia metatextual e a compreensao leitora nao sao tao claras, havendo resultados divergentes quanto a contribuicao do conhecimento sobre as propriedades do texto para a compreensao textual. O entendimento dessas relacoes permite construir um quadro teorico a respeito do papel da consciencia metalinguistica, seja em relacao ao fonema, ao morfema ou as propriedades do texto, na compreensao textual; bem como extrair implicacoes educacionais acerca da aprendizagem da leitura.

Desenvolvimento da compreensão leitora através do monitoramento da leitura

The present study examines whether the development of monitoring strategies improves textual comprehension skills using an error detection methodology for checking it. Adolescents distributed into experimental and control groups were presented to the monitoring and cloze tasks of pre- and post-tests where tasks like verbal ability, attention and working memory were controlled. The experimental and control groups did not differ in their linguistic-cognitive abilities or in their performance in the pre-test tasks. However, the performance of the experimental group was significantly better than the control group in the reading and monitoring tasks carried out after the intervention. The evidences found in this study suggest that text comprehension can be improved by the efficiency adolescents monitor their reading process.