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Publication
Conhecimento metalinguístico e compreensão da leitura em alunos surdos do 2º e 3º ciclos
| Name: | Description: | Size: | Format: | |
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| 5.22 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente estudo inscreve-se na área das literacias e educação e teve como objetivo central
avaliar a consciência morfossintática de alunos do 2.º e 3.º ciclos do ensino básico com surdez
severa ou profunda e avaliar a sua relação com a compreensão leitora. A investigação tem
revelado que os alunos surdos apresentam um baixo desempenho em leitura, refletindo-se em
resultados abaixo do expectável para a faixa etária em que se encontram. Existem também
diversos estudos internacionais que referem a existência de dificuldades destes alunos no
processamento morfossintático. Neste contexto, procurámos responder às seguintes questões:
i) Será que estes alunos adquiriram o vocabulário indicado no programa de PL2 para o 1.º ciclo?
ii) Quais as suas principais dificuldades ao nível do processamento morfossintático? Haverá
diferenças a este nível entre os dois ciclos de ensino? iii) Qual o seu desempenho ao nível da
compreensão leitora? iv) Haverá uma relação entre a consciência morfossintática e a
compreensão leitora nos dois ciclos de ensino? Participaram nesta investigação 35 alunos com
surdez severa a profunda dos 2.º e 3.º ciclos, que frequentam o modelo de educação bilingue
nas escolas de referência para a educação bilingue do Ministério da Educação, o que
corresponde a cerca de 15% da população total com as mesmas características, a nível nacional.
Construímos testes de conhecimento lexical, de consciência morfossintática e de compreensão
leitora, que foram aplicados individualmente e cuja resolução apenas dependia da leitura,
controlando a variável da capacidade auditiva. Os dados recolhidos foram analisados
quantitativa e qualitativamente. Os principais resultados revelam que os alunos que
participaram neste estudo apresentam um domínio razoável do vocabulário selecionado a partir
do programa de PL2 para o 1.º ciclo, mas que existe uma grande variabilidade ao nível do
processamento morfossintático. Mesmo em frases construídas com vocabulário que mostrou
estar adquirido, os alunos continuam a manifestar dificuldade no processamento
morfossintático, nomeadamente, em aspetos relacionados com flexão verbal, flexão de género
e/ou número, preposição e conjunção, voz passiva, e predicativo do sujeito e modificador. Os
resultados sugerem o recurso frequente à estratégia de selecionar uma palavra, considerada
palavra-chave, fazendo a interpretação da frase a partir dessa palavra e do contexto criado.
Verificou-se, ainda, a existência de uma correlação positiva e significativa entre a consciência
morfossintática e a compreensão leitora, particularmente relevante no 3.º ciclo. Os resultados
obtidos poderão contribuir para que os profissionais que trabalham com estes alunos tenham
um melhor entendimento das dificuldades manifestadas e definam estratégias de trabalho
adequadas e que potenciem o desenvolvimento do processamento dos aspetos morfossintáticos
dos alunos. Os testes de conhecimento lexical e consciência morfossintática ficarão disponíveis
online e poderão ser utilizados com diferentes populações e em diferentes momentos, sofrendo
as alterações que se considerarem necessárias de acordo com os diferentes contextos.
The present study fits in the areas of literacy and education and its main goal is to assess the morphosyntactic awareness of deaf students between 5th to 9th graders and to evaluate their relationship with reading comprehension. Research has shown that deaf children have a low achievement in reading, with results below age-level expectations. Several international studies reported delays in morphosyntactic processing. In this context, we tried to answer the following questions: i) Did these students acquire the vocabulary in the Portuguese Second Language (PL2) curriculum for the primary school? ii) What are the problems showed in morphosyntactic processing? Will there be differences between the two teaching cycles? iii) What is their reading comprehension performance? iv) Will there be a relationship between morphosyntactic awareness and reading comprehension in the two teaching cycles? Participants were 35 deaf 5th to 9th graders, who attend the bilingual education model in the reference schools for bilingual education of the Portuguese Ministry of Education, which means about 15% of the population with the same characteristics, in Portugal. We created tests to assess vocabulary, morphosyntactic awareness and reading comprehension. Participants were assessed individually and the resolution was only dependent with reading, so we can control the variable of hearing ability. The collected data were analyzed quantitatively and qualitatively. The main results showed that participants in this research have an average domain of the vocabulary selected from the PL2 curriculum for the primary school, but there were different results in morphosyntactic processing. The students showed problems in morphosyntactic processing, namely, in aspects concerning to verbal inflection, gender and number inflection, preposition and conjunction, passive voice, and “predicativo do sujeito” or “modificador”, even when sentences were constructed with vocabulary that was showed to be acquired. The results suggest that usually participants used a keyword strategy, what means that they select a word, considered a keyword, and make the interpretation of the sentence from the context they created. There was also a positive and significative correlation between morphosyntactic awareness and reading comprehension, which is particularly relevant in the 7th, 8th and 9th graders. The results may contribute so that the professionals who work with deaf students have a better understanding of their student’s difficulties and can define appropriate work strategies that enhance the development of the processing of the students' morphosyntactic aspects. The tests of vocabulary and morphosyntactic awareness will be available online and can be used with different populations with the necessary adaptations.
The present study fits in the areas of literacy and education and its main goal is to assess the morphosyntactic awareness of deaf students between 5th to 9th graders and to evaluate their relationship with reading comprehension. Research has shown that deaf children have a low achievement in reading, with results below age-level expectations. Several international studies reported delays in morphosyntactic processing. In this context, we tried to answer the following questions: i) Did these students acquire the vocabulary in the Portuguese Second Language (PL2) curriculum for the primary school? ii) What are the problems showed in morphosyntactic processing? Will there be differences between the two teaching cycles? iii) What is their reading comprehension performance? iv) Will there be a relationship between morphosyntactic awareness and reading comprehension in the two teaching cycles? Participants were 35 deaf 5th to 9th graders, who attend the bilingual education model in the reference schools for bilingual education of the Portuguese Ministry of Education, which means about 15% of the population with the same characteristics, in Portugal. We created tests to assess vocabulary, morphosyntactic awareness and reading comprehension. Participants were assessed individually and the resolution was only dependent with reading, so we can control the variable of hearing ability. The collected data were analyzed quantitatively and qualitatively. The main results showed that participants in this research have an average domain of the vocabulary selected from the PL2 curriculum for the primary school, but there were different results in morphosyntactic processing. The students showed problems in morphosyntactic processing, namely, in aspects concerning to verbal inflection, gender and number inflection, preposition and conjunction, passive voice, and “predicativo do sujeito” or “modificador”, even when sentences were constructed with vocabulary that was showed to be acquired. The results suggest that usually participants used a keyword strategy, what means that they select a word, considered a keyword, and make the interpretation of the sentence from the context they created. There was also a positive and significative correlation between morphosyntactic awareness and reading comprehension, which is particularly relevant in the 7th, 8th and 9th graders. The results may contribute so that the professionals who work with deaf students have a better understanding of their student’s difficulties and can define appropriate work strategies that enhance the development of the processing of the students' morphosyntactic aspects. The tests of vocabulary and morphosyntactic awareness will be available online and can be used with different populations with the necessary adaptations.
Description
Tese apresentada para cumprimento dos requisitos
necessários à obtenção do grau de Doutor em Ciências da
Educação na área de especialização em Literacias e
Educação
Keywords
Literacia Consciência metalinguística Compreensão da leitura Educação de surdos Literacy Metalinguistic awareness Reading comprehension Deaf education