Formell bedömning av fonologisk medvetenhet samt avkodning av ord och nonsensord är nödvändigt för korrekt diagnostik av läs- och skrivsvårigheter. Normer för vuxna saknas dock för svenska test som används för att pröva dessa förmågor. Studiens första syfte var därför framtagning av riktlinjer för hur svensktalande vuxna utan svårigheter normalt presterar på Paulins test Fonologisk medvetenhet (FM) samt Avläsning-Ord (AO) och Avläsning-Nonsensord (AN) från LS-Reviderad. Studiens andra syfte var att undersöka huruvida ålder, utbildningslängd och kön hade betydelse för testprestationen. För detta rekryterades 67 vuxna utan kända språkliga eller kognitiva nedsättningar. Data gällande testprestation analyserades deskriptivt. Betydelsen av ålder, utbildningslängd och kön analyserades genom icke-parametrisk korrelationsanalys och jämförelser mellan grupper. Resultaten talade för en takeffekt på deltagarnas testresultat på FM, AO och AN. Utbildningslängd hade betydelse för prestationen på FM, medan ålder och kön hade betydelse för prestationen på AO och AN. I vilken utsträckning störfaktorer kan ha påverkat resultaten är dock inte klargjort. Behovet av normer för vuxna på testen kvarstår. Behov ses även av revidering för att anpassa testens svårighetsgrad till vuxna. Studiens resultat har utmynnat i riktlinjer som kan användas med försiktighet inom klinisk praktik, som komplement till kvalitativa bedömningar av vuxna patienters testresultat. / Formal assessment of phonological awareness, as well as word and nonword decoding, is necessary to properly diagnose difficulties in reading and writing. However, the Swedish tests, that are used to assess these abilities, are not normed for adults. Therefore, the first aim of the study was to determine guidelines for Swedish speaking adults’ normal performance on Paulin’s test Fonologisk medvetenhet (FM) and the subtests Avläsning-Ord (AO) and Avläsning-Nonsensord (AN) from LS-Reviderad. The second aim was to investigate if age, length of education, and gender influenced test performance. To accomplish this, 67 adults, with no known impairments of language or cognitive ability, were recruited. Data regarding test performance was analyzed descriptively. The influence of age, length of education, and gender was analyzed through non-parametric correlation analysis and between-group comparisons. The results indicated a ceiling effect on the participants’ performance on FM, AO, and AN. Length of education influenced FM performance, while age and gender influenced AO and AN performance. However, the extent to which confounding factors affected the results remains unclear. Norms for adults are still needed for the tests. There is also a need for readjusting the tests’ level of difficulty to better fit adults. Guidelines were determined and can be used with caution in clinical practice, as an addition to qualitative evaluation of adult patients’ test results.

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This study investigated the cognitive, linguistic, and reading skills of 79 Russian-speaking first and second graders to determine the strongest concurrent predictors of reading achievement. The children were administered a battery of 15 tests from which nine objective, interval-scale measures were derived: phonological awareness, verbal short-term memory, decoding accuracy, listening comprehension, reading comprehension, nonverbal ability (IQ), vocabulary, decoding rate, and rapid naming. In a series of multiple regression analyses, phonological awareness accounted for a small amount of unique variance in both decoding accuracy and decoding rate whereas rapid naming was a unique predictor of decoding rate only. Neither verbal short-term memory nor IQ accounted for any variance in decoding. For reading comprehension, IQ and linguistic comprehension contributed a substantial amount of variance to the prediction of achievement whereas decoding rate did not. However, in a series of direct discriminant function analyses, reliable differences emerged between good and poor decoders on reading comprehension, indicating that decoding <italic> is / CITE/Language Arts

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Ce travail de recherche interlangue arabe-français s’inscrit à la croisée de la psycholinguistique, la psychologie cognitive etla didactique. Il se déroule au Maroc (Agadir) pays polyglossique. Notre étude s’attache à déterminer dans quelle mesure etavec quelle importance, l’apprentissage de la lecture en français (L2) intervient dans le développement de la perception etde la prononciation de cette même langue. Nous supposons que les connaissances orthographiques et phonologiques,acquises par le biais de la lecture, permettraient de rendre plus saillantes certaines représentations phonologiques de lalangue cible. Nous étudions cette hypothèse en nous appuyant sur l’acquisition des phonèmes [e] et [y] du français sourcede difficultés pour le locuteur marocain. Nous avons mené une étude longitudinale sur une année scolaire avec des enfants arabophones marocains apprenant le français écrit au Maroc. Nous avons mis en place un protocole d’évaluation des compétences orales en français à partir de tâches de conscience phonologique, de perception, de prononciation et delecture. Un questionnaire a également été distribué aux parents afin de nous renseigner sur l’environnement linguistiquedes enfants testés. L’analyse des résultats indique que l’apprentissage de la lecture en L2 entraîne la consolidation desconversions graphophonologiques, ce qui permet aux enfants de disposer de catégories phonémiques mieux définies, et de mieux percevoir et prononcer des sons absents du système phonologique de leur langue première. / This research on French-Arabic interlanguage is at the junction of psycholinguistics , cognitive psychology and didactics . It takes place in a multilingual country, Morocco (Agadir). Our study seeks to establish to what extent learning to read in French (L2) impacts the development of perception and pronunciation of this language and how important this learning is. We assume indeed that spelling and phonological skills gained through reading, could make certain phonological representations of the target language more salient. We explore this hypothesis by resorting to the acquisition of two French phonemes [e] and [y] create difficulties for Moroccan speakers.In order to verify that mastering spelling-phonological correspondences contributes to improving the quality of the phonological system of this language , we carried out a longitudinal study during a school year with Arabic-speaking Moroccan children Learning written French in Morocco. We have established a protocol for assessing oral proficiency in Arabic and French based on phonological awareness tasks (validated speech therapy tests) and on perception and expression skills. We set up to a reading test to provide information on speed , reading correction and vocabulary maturity of the subject. A questionnaire was also distributed to parents to provide insights into the linguistic environment of tested children. Result analysis shows that learning how to read in L2 consolidates writing and phonological conversion , which would allow children to own better defined phoneme categories , and consequently to better perceive and pronounce sounds that are absent from their first language phonological system.

O objetivo dessa pesquisa foi compreender os processos lingüísticos que subjazem à aprendizagem da linguagem escrita, o desenvolvimento de protocolo de análise de redação, assim como a correlação entre esses processos lingüísticos e a produção escrita. Participaram deste estudo 82 alunos de 3ª série do Ensino Fundamental de escolas particulares e municipal, com idades entre nove e dez anos, residentes em municípios da região oeste da Grande São Paulo. Esta pesquisa foi divida em três estudos. No Estudo I foram analisados os desempenhos dos sujeitos em provas de vocabulário, consciência fonológica e nomeação rápida de objetos, cujos resultados se mostraram adequados para a faixa etária estudada. No Estudo II analisamos a produção escrita em ditado de palavras e pseudopalavras e elaboração de uma narrativa escrita. Concluímos que os erros fazem parte do processo de desenvolvimento da escrita, mas é necessário também que se compreendam que estratégias a criança utiliza para escrever. Em relação à redação concluímos que, apesar de ainda não dominarem todo o esquema narrativo, as crianças apresentaram um conhecimento lingüístico que lhes permitiu escrever histórias originais em forma de narrativa. O protocolo proposto se mostrou uma ferramenta prática, que possibilitou uma avaliação minuciosa dos diversos aspectos envolvidos na elaboração da redação. O Estudo III indicou correlações entre o desempenho nas provas de vocabulário, consciência fonológica e nomeação seriada rápida e o desempenho ortográfico, assim como com a produção de uma narrativa escrita. / This research aimed at understanding the linguistic processes involved in the learning of written language, as well as developing a protocol to analyze written text. This study included eighty-two 3rd graders with ages ranging from 9 to 10, from both private and public schools, and residents of the West region of São Paulo and suburbs. Three studies composed this investigation. The first study analyzed student performance on tests of vocabulary knowledge, phonological awareness and rapid naming for objects. All students performed as expected for their age in these tests. The second study focused on the analysis of written production, as evaluated through a word and pseudoword spelling task and a written narrative text. The spelling errors observed in these tests were compatible with the development of written skills of the subjects, however it is necessary to understand which are the spelling-strategies used by the children. Regarding text-writing skills, although the children have not yet mastered the narrative scheme, they displayed enough linguistic knowledge to elaborate original written stories in a narrative form. The proposed protocol was revealed as a practical tool to evaluate in detail several aspects involved in written text production. The third study focused on the correlations among the different performance variables analyzed, including vocabulary, phonological awareness, rapid naming tasks, spelling and production of narrative written texts.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-02-20T21:07:27Z No. of bitstreams: 1 Disserta??o vers?o definitiva.pdf: 3241390 bytes, checksum: ff59d669fa1bb403bb8bada5f77098f0 (MD5) / Made available in DSpace on 2017-02-20T21:07:27Z (GMT). No. of bitstreams: 1 Disserta??o vers?o definitiva.pdf: 3241390 bytes, checksum: ff59d669fa1bb403bb8bada5f77098f0 (MD5) Previous issue date: 2016-08-17 / This dissertation is the result of a research carried out in the Post-Graduate Education in Research Line 2: Culture, Formation and Pedagogical Practices, in the Universidade Estadual de Feira de Santana, which aims to analyze the results of a program intervention consists of phonological awareness activities and educational activities of the letter-sound relationships for understanding the alphabetic principle in students of the 3rd grade of elementary school who failed to ensure the reading and writing learning at the right time. At the end of the literacy cycle, many children don?t even guaranteed basic skills of reading and writing, presenting difficulties in understanding the alphabetic principle. Many researches show that there is influence of phonological awareness on children's performance in the written language appropriation. Other studies suggest that intervention programs in phonological awareness are positive for learning of children with difficulties in reading and writing. Researches have suggested that the development of phonological awareness skills linked to the explicit teaching of letter-sound relationships favors a more effective way, the discovery of the alphabetic principle by the child. Thus, to achieve the established objective, we conducted an experimental nature of research carried out in five phases: pre-test, application of the First Phase of the intervention program, post-test 1, implementation of Second Phase of the intervention program and post-test 2. The data found in the reading and writing tests the children were analyzed in qualitative and quantitative approach. The results revealed that the participation of students in the research group in phonological awareness program, and teaching of letter-sound relationships provided an opportunity a breakthrough in the understanding of the alphabetic principle, highlighting the importance of investing in metalinguistic skills and systematic teaching of grapheme-phoneme correspondences in the literacy process. The data presented in this study suggest important educational implications with regard to teacher formation and the use of metalinguistic skills development activities, such as phonological awareness, in addition to systematic and orderly teaching of grapheme-phoneme correspondences. / Esta disserta??o ? o resultado de uma pesquisa desenvolvida no Programa de P?s-Gradua??o em Educa??o, na Linha de Pesquisa 2: Culturas, Forma??o e Pr?ticas Pedag?gicas, da Universidade Estadual de Feira de Santana, que tem por objetivo analisar os resultados de um programa de interven??o composto por atividades de consci?ncia fonol?gica e atividades de ensino das rela??es letra-som para a compreens?o do princ?pio alfab?tico com alunos do 3? ano do Ensino Fundamental que n?o conseguiram garantir a aprendizagem da leitura e da escrita no momento adequado. Ao final do ciclo de alfabetiza??o, muitas crian?as ainda n?o garantiram compet?ncias b?sicas de leitura e escrita, apresentando dificuldades na compreens?o do princ?pio alfab?tico. In?meras pesquisas realizadas mostram que h? influ?ncia da consci?ncia fonol?gica no desempenho das crian?as na apropria??o da linguagem escrita. Outros estudos sugerem que programas de interven??o em consci?ncia fonol?gica apresentam resultados positivos na aprendizagem de crian?as com dificuldades na leitura e na escrita. Pesquisas t?m sugerido que o desenvolvimento de habilidades de consci?ncia fonol?gica atrelado ao ensino expl?cito das rela??es letra-som favorece, de uma forma mais efetiva, a descoberta do princ?pio alfab?tico pela crian?a. Dessa forma, para alcan?armos o objetivo tra?ado, realizamos uma investiga??o de natureza experimental realizada com um grupo controle (GC) e um grupo de pesquisa (GP), em cinco fases: pr?-teste, aplica??o da I fase do programa de interven??o, p?s-teste 1, aplica??o da II fase do programa de interven??o e p?s-teste 2. Os dados encontrados nos testes de leitura e escrita das crian?as foram analisados nas abordagens qualitativa e quantitativa. Os resultados revelaram que a participa??o dos alunos do grupo de pesquisa no programa de consci?ncia fonol?gica e ensino das rela??es letra-som oportunizou um avan?o na compreens?o do princ?pio alfab?tico, evidenciando a import?ncia do investimento nas habilidades metalingu?sticas e no ensino sistem?tico das correspond?ncias grafema-fonema no processo de alfabetiza??o. Os dados apresentados nesta pesquisa sugerem importantes implica??es educacionais, no que diz respeito ? forma??o de professores e ? utiliza??o de atividades de desenvolvimento de habilidades metalingu?sticas, tais como a consci?ncia fonol?gica, al?m do ensino l?dico, sistem?tico e ordenado das correspond?ncias grafema-fonema.

O objetivo dessa pesquisa foi compreender os processos lingüísticos que subjazem à aprendizagem da linguagem escrita, o desenvolvimento de protocolo de análise de redação, assim como a correlação entre esses processos lingüísticos e a produção escrita. Participaram deste estudo 82 alunos de 3ª série do Ensino Fundamental de escolas particulares e municipal, com idades entre nove e dez anos, residentes em municípios da região oeste da Grande São Paulo. Esta pesquisa foi divida em três estudos. No Estudo I foram analisados os desempenhos dos sujeitos em provas de vocabulário, consciência fonológica e nomeação rápida de objetos, cujos resultados se mostraram adequados para a faixa etária estudada. No Estudo II analisamos a produção escrita em ditado de palavras e pseudopalavras e elaboração de uma narrativa escrita. Concluímos que os erros fazem parte do processo de desenvolvimento da escrita, mas é necessário também que se compreendam que estratégias a criança utiliza para escrever. Em relação à redação concluímos que, apesar de ainda não dominarem todo o esquema narrativo, as crianças apresentaram um conhecimento lingüístico que lhes permitiu escrever histórias originais em forma de narrativa. O protocolo proposto se mostrou uma ferramenta prática, que possibilitou uma avaliação minuciosa dos diversos aspectos envolvidos na elaboração da redação. O Estudo III indicou correlações entre o desempenho nas provas de vocabulário, consciência fonológica e nomeação seriada rápida e o desempenho ortográfico, assim como com a produção de uma narrativa escrita. / This research aimed at understanding the linguistic processes involved in the learning of written language, as well as developing a protocol to analyze written text. This study included eighty-two 3rd graders with ages ranging from 9 to 10, from both private and public schools, and residents of the West region of São Paulo and suburbs. Three studies composed this investigation. The first study analyzed student performance on tests of vocabulary knowledge, phonological awareness and rapid naming for objects. All students performed as expected for their age in these tests. The second study focused on the analysis of written production, as evaluated through a word and pseudoword spelling task and a written narrative text. The spelling errors observed in these tests were compatible with the development of written skills of the subjects, however it is necessary to understand which are the spelling-strategies used by the children. Regarding text-writing skills, although the children have not yet mastered the narrative scheme, they displayed enough linguistic knowledge to elaborate original written stories in a narrative form. The proposed protocol was revealed as a practical tool to evaluate in detail several aspects involved in written text production. The third study focused on the correlations among the different performance variables analyzed, including vocabulary, phonological awareness, rapid naming tasks, spelling and production of narrative written texts.