Sandra Regina Kirchner Guimarães

Dificuldades no desenvolvimento da lectoescrita: o papel das habilidades metalinguísticas

This study investigated the relationship between metalinguistic skills (phonological and syntactical awareness) and the ability at reading and spelling. The study involved three groups of subjects: 20 third- and fourth-grade children with reading and spelling problems (group 1); 20 first-grade children with the same reading and spelling skill level of those in group 1 (group 2); 20 third- and fourth-grade children the same age as those in group 1 (group 3). Group 1 was expected to show lower scores on metalinguistic skills, when compared with the other groups. The hypothesis was confirmed only in what regards to phonological awareness scores. Regarding to syntactical awareness, no significant difference was observed between groups 1 and 2, whose scores were lower than those in group 3. The results of this study have shown that reading and spelling problems are predominantly linked to phonological mediation problems.

Difficulties in literacy development: the role of metalinguistics skills

This study investigated the relationship between metalinguistic skills (phonological and syntactical awareness) and the ability at reading and spelling. The study involved three groups of subjects: 20 third- and fourth-grade children with reading and spelling problems (group 1); 20 first-grade children with the same reading and spelling skill level of those in group 1 (group 2); 20 third- and fourth-grade children the same age as those in group 1 (group 3). Group 1 was expected to show lower scores on metalinguistic skills, when compared with the other groups. The hypothesis was confirmed only in what regards to phonological awareness scores. Regarding to syntactical awareness, no significant difference was observed between groups 1 and 2, whose scores were lower than those in group 3. The results of this study have shown that reading and spelling problems are predominantly linked to phonological mediation problems.

Consciência morfológica: que papel exerce no desempenho ortográfico e na compreensão de leitura?

A consciencia morfologica diz respeito a habilidade para refletir sobre as menores unidades de sentido de uma lingua e utiliza-las intencionalmente na estruturacao e reconhecimento das palavras. Sao apresentados argumentos que apoiam a ideia de que no portugues, como em outras linguas alfabeticas, a consciencia morfologica contribui tanto para a compreensao de leitura como para o desempenho. Participaram 72 alunos de 3o, 4o e 5o anos de uma escola publica (Curitiba-PR), separados em dois grupos de desempenho ortografico para cada um dos anos letivos. A coleta de dados envolveu a aplicacao de sete instrumentos de avaliacao, sendo: um de ortografia, tres de consciencia morfologica e dois de compreensao de leitura de texto. A analise dos dados empiricos apresentados mostra que o desempenho nas tarefas de avaliacao da consciencia morfologica (flexional e derivacional) contribui significativamente para explicar a variância de desempenho dos participantes em ambas as habilidades, ou seja, compreensao de leitura e escrita ortografica.

Relações entre capacidade de segmentação lexical, consciência morfossintática e desempenho em leitura e escrita

Since the alphabetic stage of reading acquisition the learner faces issues related to orthography, including the segmentation of the writing in graphic words. This study investigates the relationships between conventional segmentation of words, morphosyntactic awareness, orthography and reading comprehension of 4th and 5th year pupils from public elementary schools in Curitiba. The results reveal a greater difficulty in the oral identification of words than in the segmentation of writing. Statistical analysis show positive and statistically significant correlations between all investigated variables. The results indicate that morphosyntactic skills promote the establishment of the conventional word concept and suggest that teachers who encourage the development of these skills can warrant a greater ability of pupils in written language.

O papel da consciência morfossintática na aquisição e no aperfeiçoamento da leitura e da escrita

Nos ultimos decenios, diversos estudos verificaram que as habilidades metalinguisticas tem papel essencial na aquisicao da linguagem escrita e revelam-se associadas a maior ou menor eficacia dessa aquisicao. Entretanto, enquanto a relacao entre metafonologia e aprendizagem da leitura e da escrita esta bem documentada, estudos sobre a relacao entre a consciencia morfossintatica e aprendizagem da escrita sao ainda pouco numerosos. Considera-se que a partir do estagio alfabetico de aquisicao da escrita, o aprendiz precisa enfrentar diferentes questoes relativas tanto a leitura (decodificacao e compreensao) como a escrita (ortografia), diante das quais se amplia a importância da consciencia morfossintatica, dado que mesmo nos sistemas de escrita alfabeticos nao se verifica uma correspondencia biunivoca e reciproca entre letra e som. Neste artigo e apresentada uma serie de estudos conduzidos em varios idiomas, com destaque para os estudos conduzidos no portugues brasileiro, que tiveram como objetivo verificar a relacao entre a consciencia morfossintatica

Consciência fonológica e aprendizagem da linguagem escrita em crianças com Síndrome de Down nas pesquisas brasileiras

A relacao entre a consciencia fonologica e a aprendizagem da linguagem escrita em criancas com Sindrome de Down tem sido relatada por pesquisas brasileiras nos ultimos anos. Este estudo teve por objetivo apresentar os resultados da investigacao de teses, dissertacoes e artigos cientificos que abordaram esta tematica no periodo de 1999 a 2011, disponiveis nas bases de dados Lilacs, Scielo e Banco de Teses do Portal Capes. Para a realizacao das buscas foram utilizadas as expressoes “sindrome de down” conjuntamente com “leitura e escrita”, “consciencia fonologica”, “alfabetizacao fonica”, “fonologia”, “habilidades metafonologicas” e nos trabalhos identificados pelo titulo e/ou palavras-chave foram analisados os textos. A partir dos resultados encontrados, foram identificadas 3 dissertacoes e 1 tese defendidas em programas de Pos-Graduacao em Educacao, Linguistica, Psicologia e Educacao Especial. Tambem foi possivel localizar 5 artigos, publicados nas revistas: CEFAC, Psicologia: Reflexao Critica, Pro-Fono: Revista de Atualizacao Cientifica. Concluiu-se que todos os estudos apontaram a existencia de uma relacao positiva entre o desenvolvimento da consciencia fonologica e a aprendizagem da leitura e escrita em individuos com Sindrome de Down. Porem, as pesquisas sobre a tematica ainda sao pouco numerosas e recentes, sobretudo, as que avaliam a aplicacao de programas de intervencao.

O Papel da Consciencia Morfossintatica na Segmentacao Lexical Convencional

Starting with the alphabetic stage of writing acquisition, the learner struggles with issues related to spelling, including the segmentation of writing in graphic words. This study examined the conventional segmentation of words and its relation to morphosyntactic awareness in a sample of students in the 4th and 5th years of elementary education in public schools. Results reveal a discrepancy between the oral identification of words and performance in the segmentation of writing, with three criteria being used by students to define “word”: (1st) full meaning; (2nd) sequence of letters, not only one or two; (3rd) frequency of word use. Statistical analyses revealed significant positive correlations between conventional segmentation and morphosyntactic awareness. It is inferred that morphosyntactic skills support the establishment of the conventional notion of the word, and it is suggested that teachers promote the development of these skills, in order to ensure a greater command of the written language.

The Role of Morphosyntactic Awareness in Conventional Lexical Segmentation

Starting with the alphabetic stage of writing acquisition, the learner struggles with issues related to spelling, including the segmentation of writing in graphic words. This study examined the conventional segmentation of words and its relation to morphosyntactic awareness in a sample of students in the 4th and 5th years of elementary education in public schools. Results reveal a discrepancy between the oral identification of words and performance in the segmentation of writing, with three criteria being used by students to define “word”: (1st) full meaning; (2nd) sequence of letters, not only one or two; (3rd) frequency of word use. Statistical analyses revealed significant positive correlations between conventional segmentation and morphosyntactic awareness. It is inferred that morphosyntactic skills support the establishment of the conventional notion of the word, and it is suggested that teachers promote the development of these skills, in order to ensure a greater command of the written language.

Ortografia do português do Brasil e habilidades linguísticas em crianças bilíngues francês-português

A presente pesquisa tem como objetivo analisar a escrita de palavras em portugues (ortografia) produzida por criancas bilingues que tem como lingua materna o frances, concentrando-se nas suas habilidades linguisticas. Participam 11 criancas com idade entre 6 e 11 anos, que aprendem o portugues em uma escola francesa de Curitiba/PR. Foi realizado um ditado de seis palavras isoladas seguido de uma entrevista com cada crianca para investigar suas explicacoes quanto as suas escolhas ortograficas. O desempenho no ditado e suas respectivas explicacoes foram classificados e discutidos. Os resultados mostram que as criancas estao aprimorando a hipotese alfabetica e substituindo-a pela hipotese ortografica, e que uma maior experiencia das criancas com o portugues escrito podera consolidar a representacao grafica das palavras. Sugere-se que o trabalho docente leve a tomada de consciencia do aprendiz sobre diferentes aspectos da linguagem, ressaltando o desenvolvimento das habilidades linguisticas na aprendizagem de uma lingua estrangeira.

Acquired dyslexia as a reference for the analysis of reading disorders

Several authors have tried to explain reading disorders by comparing them to acquired dyslexia of different types: phonological (letter-sound coordination disorder), and surface (a disorder in the process of recognizing the word form). In this study we aimed at finding out if the preferred reading process used by children with reading disorders is different from the process used by normal readers. Three subject groups were formed: 20 children in the 3rd and 4th grades with reading disorders (Group 1); 20 children in the 1st grade at the same reading level as the subjects in Group 1 (Group 2); and 20 children in the 3rd and 4th grades of the same chronological age as the subjects in Group 1 (Group 3). The study was based on a reading task and two control tests. The scores achieved revealed that all subjects performed best when reading high-frequency words, and performed worst when reading made up words. Such results indicate that all subjects prefer to use a lexical (non-analytical) procedure. We also learned that Group 1 experienced more difficulty than the other groups to use phonological mediation. However, the results show that there is no difference between reading procedures used by subjects with or without learning disorders. Therefore, we believe that the method of comparing acquired dyslexia and reading disorders is not suitable to theoretically explain this kind of problem.