Análise psicolinguística e cognitivo-linguística das provas de habilidades metalinguísticas e leitura realizadas em escolares de 2ª a 5ª série
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Data
2010-10-01
Autores
Cunha, Vera Lúcia Orlandi [UNESP]
Capellini, Simone Aparecida [UNESP]
Título da Revista
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Editor
CEFAC Saúde e Educação
Resumo
OBJETIVOS: analisar o desempenho de escolares de 2ª a 5ª série do ensino fundamental em provas de habilidades metalinguísticas e leitura segundo critérios psicolinguísticos e cognitivo-linguísticos e verificar similaridade e diferenças entre as análises. MÉTODOS: participaram 120 escolares de 2ª a 5ª série do ensino municipal, de ambos os gêneros, na faixa etária de sete a 12 anos de idade, divididos em 4 grupos de 30 escolares de cada série. Os escolares foram submetidos à aplicação de provas de habilidades metalinguísticas e de leitura. RESULTADOS: houve diferença estatisticamente significante entre os grupos nas habilidades metalinguísticas, nas regras de decodificação de palavras reais e pseudopalavras para todas as variáveis na leitura de palavras reais, com exceção do erro tipo Recusas, com médias superiores para Tentativas de Som Mal Sucedidas e Falha na Aplicação de Regras Ortográficas, indicando que esses tipos de erros foram os de maior ocorrência. Na leitura de pseudopalavras houve diferença estatisticamente significante em Tentativas de Som Mal Sucedidas, indicando que os escolares apresentaram desempenho inferior na decodificação de palavras que exigiram a utilização de informação fonológica. CONCLUSÃO: a adoção de critérios psicolinguísticos ou cognitivo-linguísticos na avaliação da leitura de palavras e pseudopalavras juntamente com a avaliação das habilidades metalinguísticas fornecem subsídios para a compreensão de como o escolar vem processando os complexos princípios do sistema de escrita do português do Brasil, além de dar o suporte necessário à compreensão das dificuldades específicas apresentadas pelos escolares, orientando o profissional fonoaudiólogo em relação aos objetivos precisos no seu atendimento.
PURPOSE: to analyze the performance of the metalinguistic skills and reading tests in students from 2nd to 5th grades of elementary education, according to psycholinguistic and cognitive-linguistic criteria and to check similarities and differences between the analyses. METHODS: 120 students from 2nd to 5th grades of a municipal school, of both genders, in the age ranging from 7 to 12 year old, divided into 4 groups for each grade. The students were submitted to tests of metalinguistic skills and reading. RESULTS: there were statistically significant differences among the groups in the metalinguistic skills, in the decoding of real words and non-words, for each variable, with exception for the 'Refusal' mistake type, with superior average for the types related to unsuccessful sound attempts and failure in the use of orthography, indicating that these types of mistakes were of larger occurrence. In the non-words reading there were statistically significant differences in unsuccessful sound attempts indicating that the students had lower performance in the decoding of words that demanded the use of phonological information. CONCLUSION: the adoption of the psycholinguistic and cognitive-linguistic criteria in evaluating real words and non-words' reading, along with the evaluation of the metalinguistic skills provide subsidies to the understanding of the way the students were processing the complex writing system of Brazilian Portuguese, besides to giving the necessary support to the comprehension of the specific difficulties showed by the students, guiding the speech and language professional in relation to the direct purposes in their work.
PURPOSE: to analyze the performance of the metalinguistic skills and reading tests in students from 2nd to 5th grades of elementary education, according to psycholinguistic and cognitive-linguistic criteria and to check similarities and differences between the analyses. METHODS: 120 students from 2nd to 5th grades of a municipal school, of both genders, in the age ranging from 7 to 12 year old, divided into 4 groups for each grade. The students were submitted to tests of metalinguistic skills and reading. RESULTS: there were statistically significant differences among the groups in the metalinguistic skills, in the decoding of real words and non-words, for each variable, with exception for the 'Refusal' mistake type, with superior average for the types related to unsuccessful sound attempts and failure in the use of orthography, indicating that these types of mistakes were of larger occurrence. In the non-words reading there were statistically significant differences in unsuccessful sound attempts indicating that the students had lower performance in the decoding of words that demanded the use of phonological information. CONCLUSION: the adoption of the psycholinguistic and cognitive-linguistic criteria in evaluating real words and non-words' reading, along with the evaluation of the metalinguistic skills provide subsidies to the understanding of the way the students were processing the complex writing system of Brazilian Portuguese, besides to giving the necessary support to the comprehension of the specific difficulties showed by the students, guiding the speech and language professional in relation to the direct purposes in their work.
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Palavras-chave
Leitura, Avaliação, Aprendizagem, Linguística, Educação, Reading, Evaluation, Learning, Linguistics, Education
Como citar
Revista CEFAC. CEFAC Saúde e Educação, v. 12, n. 5, p. 772-783, 2010.