Vocabulário, habilidades do processamento fonológico e compreensão leitora de escolares do 3o ao 5o ano
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Data
2016-12-21
Autores
Pereira, Joyce Fernanda Bonfim [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Habilidades complexas como vocabulário, habilidades metalinguísticas, memória de trabalho fonológica e nomeação automática rápida estão relacionadas com a compreensão leitora. Os objetivos deste estudo foram caracterizar, comparar e relacionar o desempenho de escolares do 3º ao 5º com bom desempenho acadêmico em vocabulário, nomeação automática rápida, habilidades metalinguísticas, memória de trabalho e compreensão leitora. Participaram deste estudo 90 escolares do Ensino Fundamental I, de ambos os gêneros, na faixa etária de oito anos a 10 anos e 11 meses de idade, divididos em três grupos: Grupo I (GI), composto por 30 escolares do 3º ano, Grupo II (GII), composto por 30 escolares do 4º ano e Grupo III (GIII), composto por 30 escolares do 5º ano. Os escolares foram submetidos à aplicação do teste de desempenho escolar (TDE), teste de vocabulário por figuras (TVF-USP), prova de nomeação automatizada rápida (RAN), protocolo de habilidades metalinguísticas e de leitura (PROHMELE) e à prova de compreensão de leitura (PROCOMLE). Os resultados mostraram que houve desempenho semelhante entre os escolares do 3o ao 5o ano na prova de vocabulário. Todos os grupos apresentaram menor tempo na execução das provas de nomeação rápida de letras e maior tempo de execução na prova de objetos, foi possível verificar desempenho superior nas habilidades silábicas em relação às habilidades fonêmicas. Os escolares do GII apresentaram diferença estatisticamente significante no texto narrativo e os escolares do GIII apresentaram diferença significante no texto expositivo. Ocorreram correlações positivas entre as provas de vocabulário e texto narrativo nos escolares do GIII, nomeação automática rápida e textos narrativos e expositivos no GII, habilidades fonêmicas e repetição de não palavras com textos narrativos nos escolares do GI e GII. Como conclusão houve desempenho semelhante entre os escolares na prova de vocabulário. No que diz respeito às provas de nomeação automática rápida foi possível observar que conforme aumentou ano de escolarização diminuiu o tempo de execução das provas. Em relação as provas de habilidades metalinguísticas, foi verificado que houve desempenho superior nas provas silábicas quando comparadas as provas fonêmicas, evidenciando desempenho superior nas provas de identificação de sílaba inicial, identificação de sílaba final, identificação de sílaba medial e segmentação silábica. Foi evidenciado neste estudo relação entre as habilidades de vocabulário e a compreensão leitora apenas entre os escolares do 5º ano, enquanto que entre as provas de nomeação automática rápida e as habilidades metalinguísticas com a prova de compreensão leitora foi verificada relação em todos os anos escolares. Os escolares do 3º e 4º ano apresentaram relação entre as provas de memória de trabalho fonológica e a prova de compreensão leitora.
Complex skills such as vocabulary, phonological processing, and work memory, and rapid automatized naming are all related to reading comprehension. The aims of this study were to characterize, compare and relate the performance of students from 3rd to 5th grade level with good academic performance in vocabulary, rapid automatized naming, metalinguistic skills, working memory and reading comprehension. 90 students of both genders, ranging from 8 years to 10: 11 months years old, divided into three groups participated trhis study: Group I (GI), composed by 30 students of the 3rd grade level, Group II (GII), composed by 30 students from the 4th grade level and Group III (GIII), composed by 30 students from the 5th grade level. The students were submitted to the application of the test of school performance (TDE), vocabulary test by figures (TVF-USP), rapid automatized naming test (RAN), metalinguistic and reading skills protocol (PROHMELE) and reading comprehension test (PROCOMLE). The results showed that there was a similar performance between students in 3rd to 5th grade level in the vocabulary test. All the groups presented less time in the execution of the rapid naming of letters and greater time of execution in the rapid naming of objects, it was possible to verify superior performance in the syllabic skills in relation to the phonemicskills. The students of the GII presented a statistically significant difference in the narrative text and the GIII students presented significant difference in the expository text. There were positive correlations between vocabulary and narrative text in GIII, rapid automatized naming and narrative and expository text in GII, phonemic skills and repetition of non-words with narrative text in GI and GII. There was a similar performance among the students in the vocabulary test. With regard to rapid automatized naming tests, it was possible to observe that as the grade level increased, the time for the tests was shortened. Regarding the metalinguistic skills tests, it was verified that there was superior performance in the syllabic tests when comparing the phonemic tests, evidencing superior performance in the tests of identification of the initial syllable, identification of the final syllable, identification of the syllable medial and syllabic segmentation. It was evidenced in this study relationship between the vocabulary skills and the reading comprehension only among the students of the 5th grade level, whereas between the rapid automatized naming tests and the metalinguistic skills with the reading comprehension test was verified relation in allgrade level. The students of the 3rd and 4th grade level presented a relation between the phonological work memory test and the reading comprehension test.
Complex skills such as vocabulary, phonological processing, and work memory, and rapid automatized naming are all related to reading comprehension. The aims of this study were to characterize, compare and relate the performance of students from 3rd to 5th grade level with good academic performance in vocabulary, rapid automatized naming, metalinguistic skills, working memory and reading comprehension. 90 students of both genders, ranging from 8 years to 10: 11 months years old, divided into three groups participated trhis study: Group I (GI), composed by 30 students of the 3rd grade level, Group II (GII), composed by 30 students from the 4th grade level and Group III (GIII), composed by 30 students from the 5th grade level. The students were submitted to the application of the test of school performance (TDE), vocabulary test by figures (TVF-USP), rapid automatized naming test (RAN), metalinguistic and reading skills protocol (PROHMELE) and reading comprehension test (PROCOMLE). The results showed that there was a similar performance between students in 3rd to 5th grade level in the vocabulary test. All the groups presented less time in the execution of the rapid naming of letters and greater time of execution in the rapid naming of objects, it was possible to verify superior performance in the syllabic skills in relation to the phonemicskills. The students of the GII presented a statistically significant difference in the narrative text and the GIII students presented significant difference in the expository text. There were positive correlations between vocabulary and narrative text in GIII, rapid automatized naming and narrative and expository text in GII, phonemic skills and repetition of non-words with narrative text in GI and GII. There was a similar performance among the students in the vocabulary test. With regard to rapid automatized naming tests, it was possible to observe that as the grade level increased, the time for the tests was shortened. Regarding the metalinguistic skills tests, it was verified that there was superior performance in the syllabic tests when comparing the phonemic tests, evidencing superior performance in the tests of identification of the initial syllable, identification of the final syllable, identification of the syllable medial and syllabic segmentation. It was evidenced in this study relationship between the vocabulary skills and the reading comprehension only among the students of the 5th grade level, whereas between the rapid automatized naming tests and the metalinguistic skills with the reading comprehension test was verified relation in allgrade level. The students of the 3rd and 4th grade level presented a relation between the phonological work memory test and the reading comprehension test.
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Palavras-chave
Aprendizagem, Vocabulário, Processamento fonológico, Leitura, Compreensão, Learning, Vocabulary, Phonological processing, Reading, Reading comprehension