Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-28T19:41:33Z No. of bitstreams: 1 silviabrilhanteguimaraes.pdf: 409002 bytes, checksum: 372de929a13269670d0326dc2c432a35 (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-09-30T13:52:01Z (GMT) No. of bitstreams: 1 silviabrilhanteguimaraes.pdf: 409002 bytes, checksum: 372de929a13269670d0326dc2c432a35 (MD5) / Made available in DSpace on 2016-09-30T13:52:01Z (GMT). No. of bitstreams: 1 silviabrilhanteguimaraes.pdf: 409002 bytes, checksum: 372de929a13269670d0326dc2c432a35 (MD5) Previous issue date: 2010-12-03 / A leitura é uma atividade bastante complexa, na qual estão envolvidos diferentes mecanismos como a identificação das letras, o de reconhecimento das palavras e de seus significados, bem como, a interação sintática e semântica. Nesse sentido, estudos veem investigando os papéis das habilidades metalinguísticas como a consciência fonológica e a consciência morfossintática no desenvolvimento da leitura. Serão examinadas duas hipóteses: a primeira, enfatiza que a leitura contextual envolve tanto o processamento fonológico como o morfossintático, porque as pistas contextuais podem ajudar a criança a adquirir as regras de correspondência entre letra e som. A segunda hipótese sugere que apenas as pistas sintático semânticas são utilizadas na leitura contextual no português. Nesse sentido, espera-se correlações significativas e positivas entre consciência morfossintática e reconhecimento de palavras no contexto, mas não com a consciência fonológica. Participaram 134 crianças, de ambos os sexo, entre 6 e 11 anos pertencentes ao projeto “Avaliação Psicométrica de medidas de consciência metalingüística” do Departamento de Psicologia da Universidade Federal de Juiz de Fora (UFJF). Desses estudantes, 73 (54,5 %) eram do sexo feminino e 61 (45,5%) do masculino, sendo que 30 (22,4%) crianças freqüentavam o segundo ano, 52 (38,82%) o terceiro ano e 52 (38,82%) o quarto ano. Os dados foram coletados em quatro escolas públicas de Juiz e Fora no 2º semestre de 2009. Foram aplicadas tarefas de consciência fonológica (roteiro de consciência fonológica) e de consciência morfossintática (analogia flexional, analogia derivacional e replicação identificação do erro e replicação oral), além do TDE: subteste de leitura, para medida de leitura de palavras isoladas e do teste de Cloze como avaliação de leitura contextual. Também foi utilizado o WISC III: subteste de vocabulário como medida de controle. As aplicações das tarefas e testes selecionados ocorreram em locais reservados nas próprias escolas e foram organizados em quatro momentos: três individuais e um coletivo. As aplicações aconteceram em aproximadamente 50 minutos para cada encontro. Na análise dos dados foram utilizados teste de correlação e regressão. Os resultados obtidos ofereceram evidências empíricas de que tanto os processamentos fonológicos quanto os morfossintáticos estão associados e contribuem de forma independente para a leitura de textos. Essas análises permitem constatar que no Português do Brasil, tanto a consciência fonológica como a morfossintática são recursos importantes para a leitura de textos. / Reading is a very complex activity in which different mechanisms are involved like identification of letters, recognition of words and their meanings, as well as the syntax and semantics interaction. In this sense, studies are investigating the roles of metalinguistic skills such as phonological awareness and morphosyntactic awareness in reading development. Two hypotheses will be examined: first, it emphasizes that contextual reading involves both phonological processing as morphosyntactic, because the contextual cues can help children acquire the rules of correspondence between letter and sound. The second hypothesis suggests that only the syntactic-semantic cues are used in contextual reading in Portuguese. In this sense, it is expected positive and significant correlation between morphosyntactic awareness and words recognition in context, but not with phonological awareness. The participants were 134 children of both sexes, between 6 and 11 years belonging to the project "Evaluation of psychometric measures of metalinguistic awareness" of the Psychology Department at the Federal University of Juiz de Fora (UFJF). There were 73 (54.5%) of these students female and 61 (45.5%) were male, and 30 (22.4%) children were attending the second year, 52 (38.82%) the third year 52 (38.82%) the fourth year. Data were collected from four public schools of Juiz de Fora in the 2nd half of 2009. There were applied the phonological awareness tasks (script by phonological awareness) and awareness morphosyntactic (inflectional analogy, derivational analogy and replication error detection and replication oral, and the TDE: reading subtest to measure reading isolated word and cloze test as an assessment of contextual reading. There were used the WISC III: vocabulary sub-test as a control measure. Applications of tests and tasks selected occurred in special spaces in the schools and were organizes into four periods: three individual and one collective. applications happened in about 50 minutes for each meeting. In the data analyze were used correlation and regression tests. The results provided empirical evidences that both phonological processing as the morphosyntactic are associated with and contribute independently for the reading of texts. This analysis leads us to conclude that in the Portuguese of Brazil phonological awareness as morphosyntactic are important features for reading text.

This study explores storybook illustrations in learning word meanings among English learners in a university intensive language program. The impact of children’s literature on the comprehension and vocabulary development of second language children is well-documented. However, the use of the literature with adults still needs to be researched. Therefore, a mixed-method study was designed (1) to investigate whether readers who read an authentic illustrated story differed from those who read the same story without illustrations; and (2) to learn more about the readers’ process of learning words from storybook illustrations. Results suggest that illustrations play an important role in both comprehending the text and learning individual words, however issues related to the accessibility of the text and readers’ ability to use context should also be taken into consideration. The findings support prior research that the benefits of learning from context take time to become robust. The study suggests that illustrated storybooks provide a rich context for adults to infer word meanings and recommends children’s literature as an alternative source of reading in programs serving adult English learners.