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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Objetivo de leitura e processo de compreens?o leitora

Borges, Caroline Bernardes 11 January 2018 (has links)
Submitted by PPG Letras (letraspg@pucrs.br) on 2018-03-12T12:57:51Z No. of bitstreams: 1 Disserta??o_Caroline Borges.pdf: 1554644 bytes, checksum: c645f4989ffd1294a82e958c56660ee0 (MD5) / Approved for entry into archive by Tatiana Lopes (tatiana.lopes@pucrs.br) on 2018-03-16T12:08:07Z (GMT) No. of bitstreams: 1 Disserta??o_Caroline Borges.pdf: 1554644 bytes, checksum: c645f4989ffd1294a82e958c56660ee0 (MD5) / Made available in DSpace on 2018-03-16T12:13:38Z (GMT). No. of bitstreams: 1 Disserta??o_Caroline Borges.pdf: 1554644 bytes, checksum: c645f4989ffd1294a82e958c56660ee0 (MD5) Previous issue date: 2018-01-11 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This master's thesis aims to contribute to the psycholinguistic studies regarding the relationship between the reading objective and the process of reading comprehension, investigating how the reading comprehension process of high school students varies as their learning objectives are also changed. Associated with other reading variables, such as the reader's previous knowledge and the properties of the read text, the reading objectives are responsible for conducting the comprehension process. In this way, the characteristics of this process are evidenced (Kato, 1999; Giasson, 2000; Sol?, 1998; Smith, 2003), being understood as an important cognitive activity that includes comprehension, reading procedures, strategies of reading and linguistic awareness. The sample of the study was composed of 91 subjects (1st year high school students) from a public school in Porto Alegre. A single text was selected - from which a survey of students' previous knowledge regarding their subject was carried out - and three different tasks were suggested for students before reading (a task for each group of students). Each group then had a different reading objective to be achieved (group 1/ reading objective 1: produce a summary, group 2/reading objective 2: searching a specific information, group 3/reading objective 3: proposing solutions to the problems exposed in the text). Soon after, the students responded to a verbal protocol through which they explained the procedures they performed to develop the task and expressed their level of linguistic awareness about the activity performed. Thus, the changes that occurred during this process due to the different objectives could be verified through the explanations given by the subjects. The results showed: positive correlation between previous knowledge and reading comprehension in all reading objectives; comprehension by reading the full text in objectives 1, 2 and 3; help of re-reading the text in the understanding in objective 2 (inverse in objective 3); assistance of support in various segments of the text in the understanding in objective 1 (inverse in objectives 2 and 3); positive correlation between comprehension and linguistic awareness in all reading objectives. These results confirm that the reading objectives influence the comprehension process as they show that different procedures were adopted for each objective, as well as contributing in different ways to the comprehension. / Esta disserta??o de mestrado tem como objetivo geral contribuir para os estudos psicolingu?sticos no que se refere ? rela??o entre o objetivo de leitura e o processo de compreens?o leitora, investigando como o processo de compreens?o leitora de alunos de Ensino M?dio varia ? medida que seus objetivos de leitura tamb?m s?o alterados. Associados a outras vari?veis de leitura, tais como os conhecimentos pr?vios do leitor e as propriedades do texto lido, os objetivos de leitura s?o respons?veis pela condu??o do processo de compreens?o. Diante disso, ? necess?rio que as caracter?sticas desse processo sejam evidenciadas (Kato, 1999; Giasson, 2000; Sol?, 1998; Smith, 2003), sendo entendido como uma importante atividade cognitiva que abrange a pr?pria compreens?o, os procedimentos de leitura, as estrat?gias de leitura e a consci?ncia lingu?stica. Constitu?ram a amostra da pesquisa 91 sujeitos (alunos de 1? ano de Ensino M?dio) de uma escola p?blica estadual de Porto Alegre. Um ?nico texto foi selecionado ? a partir do qual foi realizado um levantamento dos conhecimentos pr?vios dos alunos em rela??o ao seu tema ? e tr?s tarefas diferentes foram sugeridas para os alunos antes da leitura (uma tarefa para cada grupo de alunos). Cada grupo, ent?o, tinha um objetivo de leitura diferente a ser alcan?ado (grupo 1/objetivo de leitura 1: elaborar um resumo; grupo 2/objetivo de leitura 2: buscar uma informa??o espec?fica; grupo 3/objetivo de leitura 3: propor solu??es para os problemas abordados no texto). Logo ap?s, os alunos responderam a um protocolo verbal atrav?s do qual explicaram os procedimentos que realizaram para desenvolver a tarefa e expressaram seu n?vel de consci?ncia lingu?stica sobre a atividade realizada. Assim, as altera??es que ocorreram durante esse processo em virtude dos objetivos distintos puderam ser verificadas atrav?s das explica??es dadas pelos sujeitos. Os resultados mostraram: correla??o positiva entre conhecimentos pr?vios e compreens?o leitora em todos os objetivos de leitura; benef?cio da compreens?o pela leitura do texto completo nos objetivos 1, 2 e 3; aux?lio da releitura do texto na compreens?o no objetivo 2 (inverso no objetivo 3); aux?lio do apoio em v?rios segmentos do texto na compreens?o no objetivo 1 (inverso nos objetivos 2 e 3); correla??o positiva entre compreens?o e consci?ncia lingu?stica em todos os objetivos de leitura. Tais resultados confirmam que os objetivos de leitura influenciam no processo de compreens?o ? medida que mostram que diferentes procedimentos foram adotados para cada objetivo, assim como contribu?ram de formas diferentes para a compreens?o.

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