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Publication
“Desempenho na leitura oral de palavras : Um estudo comparativo entre crianças do 1º e do 2º ano de escolaridade”
Advisor(s)
Abstract(s)
As ortografias alfabéticas diferem na complexidade das regras de
correspondência grafema-fonema. Em ortografias transparentes como o Espanhol e em
menor grau o Português, essas correspondências são altamente consistentes, enquanto
em ortografias opacas, como o inglês, essas correspondências são inconsistentes e
pouco previsíveis. Estudos realizados em ortografias que diferem no seu grau de
transparência encontraram diferenças nas estratégias de leitura das crianças em início da
escolaridade. O objectivo deste trabalho é o de analisar os desempenhos em leitura oral
de palavras e os tipos de erros dados por crianças em início de escolaridade em
Português. Participaram 92 alunos de ambos os sexos que frequentavam os dois
primeiros anos de escolaridade de uma escola privada da Grande Lisboa. Foi aplicada
individualmente uma Prova de Leitura Oral de Palavras (Martins e Simões, 2008).
Foram analisadas as diferenças entre os dois anos de escolaridade no que se refere aos
desempenhos globais na prova e aos desempenhos na leitura de palavras regulares e
irregulares, tendo havido diferenças significativas entre os anos de escolaridade, mais
acentuadas no que respeita à leitura de palavras irregulares, no 1º ano de escolaridade.
Os tipos de erros foram analisados, tendo sido encontradas diferenças significativas
entre os dois anos de escolaridade para os erros contextuais, os erros fonéticos, as
supressões, as adições, os erros de acentuação e as faltas de síntese finais. Também
foram encontradas diferenças significativas relativamente à percentagem de erros
contextuais, de supressões, de erros de acentuação e de faltas de síntese finais. Deste
modo, são desenvolvidas algumas conclusões relativamente aos resultados do presente
estudo, tendo em consideração a literatura e os estudos desenvolvidos nesta área.
ABSTRACT: The alphabetic orthographies differ in the complexity of the rules of graphemephoneme correspondence. In shallow orthographies as the Spanish and in a lesser degree the Portuguese, those correspondences are highly consistent, as opposed to deep orthographies like the English, where that relation is inconsistent and less predictable. Studies and experiments carried out in orthography with different levels of transparency, show differences in reading strategies with children beginning the school. The purpose of this research is to analyze the word oral reading performance, and the type of errors given by children beginning to read in Portuguese. Ninety two pupils (boys and girls) attending the two first years of a private school in Lisbon, participated in this study. Individually it was used a word oral reading test (Martins & Simões, 2008). The differences between the two years have been analyzed in what concerns the global performance in the test and the reading performance of regular and irregular words, and we found significant differences between the two levels of school, more emphasized when reading irregular words, in the first year of school. The type of errors were analyzed, and we found major differences between the two levels for the context errors, phonetic errors, deletions, additions, accentuation, and the lack of final synthesis. Significant differences have been found regarding the percentage of contextual errors, deletions, accentuation errors, and final synthesis. Thereby, some conclusions will be taken in consideration, regarding the results of this study, considering the literature and the research carried out in this area.
ABSTRACT: The alphabetic orthographies differ in the complexity of the rules of graphemephoneme correspondence. In shallow orthographies as the Spanish and in a lesser degree the Portuguese, those correspondences are highly consistent, as opposed to deep orthographies like the English, where that relation is inconsistent and less predictable. Studies and experiments carried out in orthography with different levels of transparency, show differences in reading strategies with children beginning the school. The purpose of this research is to analyze the word oral reading performance, and the type of errors given by children beginning to read in Portuguese. Ninety two pupils (boys and girls) attending the two first years of a private school in Lisbon, participated in this study. Individually it was used a word oral reading test (Martins & Simões, 2008). The differences between the two years have been analyzed in what concerns the global performance in the test and the reading performance of regular and irregular words, and we found significant differences between the two levels of school, more emphasized when reading irregular words, in the first year of school. The type of errors were analyzed, and we found major differences between the two levels for the context errors, phonetic errors, deletions, additions, accentuation, and the lack of final synthesis. Significant differences have been found regarding the percentage of contextual errors, deletions, accentuation errors, and final synthesis. Thereby, some conclusions will be taken in consideration, regarding the results of this study, considering the literature and the research carried out in this area.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto universitário
Keywords
Leitura Desempenho na leitura oral de palavras Erros de leitura Reading Word oral reading performance Reading errors