This thesis sought to conceptualise children’s spelling and reading representations in a novel way based upon the implicit-explicit framework proposed by the Representational-Redescription (RR) model (Karmiloff-Smith, 1992). The children studied were aged 4-7 years. Existing models of spelling and reading (e.g. Frith, 1985, Ehri, 1998, 1999, 2002) describe the developmental process as a series of stages/phases. An alternative approach adopted here is derived from the author’s previous research (Critten et al. 2007). It employs a coding scheme that analyses children’s explanations of and performance on, recognition tasks that reveal varying levels of explicitness in understanding of spelling. In this thesis the levels are empirically validated for both spelling and reading. It begins with an attempt to show that young children represent spelling knowledge implicitly. A longitudinal study then elucidates the developmental trajectory of both spelling and reading over the course of a year demonstrating that changes occur in the explicitness of children’s underlying representations. By comparing the co-development of spelling and reading it was possible to demonstrate that phonological information is often explicitly used first in spelling before reading, lending support to Frith’s (1985) “pace maker” notions. The final study examined how context, previously known to facilitate children’s reading ability can also facilitate their spelling development. This effect occurs not just for reading and spelling performance but for explicit understanding, building on the Lexical Quality Hypothesis (Perfetti & Hart, 2002) that proposes a role for semantic information in successful spelling and reading. These findings are integrated into a proposal for a new model of development: the Spelling and Reading Explicitation Model (SREM). This model postulates that children develop beyond implicit recognition to form “active” explicit representations, accounting for generalisation errors and characterised as being consciously accessible and verbalisable. It proposes that the development of reading and spelling skill is based upon processes of abstraction, interpretation and application of phonological and morphological knowledge.

Made available in DSpace on 2016-07-18T17:54:26Z (GMT). No. of bitstreams: 1 Itamar_Dissertacao pronta para impressao2.pdf: 906099 bytes, checksum: 983309465d2bca65a9b8a3c962ebae82 (MD5) Previous issue date: 2015-06-24 / This dissertation aims, based on representations of reading suggested by the teaching-learning materials of the National Program for Youth Inclusion - Urban ProJovem (PJU), to analyze the representations of reading material, making sure that the texts provide the formation of readers; if they are able to establish relationships between what is being read and situations that are already part of your life; discernment between the various and possible ways to assign to the text and to promote civic education. The theoretical framework is anchored on the contributions of Chartier (1990), which identify, analyze and discuss the Reading Representation of didactic and pedagogical support material for teachers and students of the National Program of Youngster Inclusion ProJovem Urbano (PJU), created to guide the educational activities of 18-29 year old people who are part of the Youth and Adult Education public (EJA), because of its social relevance. It is important to understand how the Educators Guide and Study Guide focus on reading in their didactic and pedagogical procedures. In this context, the reading takes its role in the constitution of the subject conscious of his place in a written-centered society. The methodology was qualitative and interpretative data were obtained through document analysis of pedagogical material available to educators and students. The PJU aims to raise the integrated education vocational qualification and citizen participation through a theoretical and methodological design that prioritizes the questioning and the development of critical thinking. As a result, it was observed that the analyzed texts and activities bring very interesting topics and discussions for the development of a critical reading of reality, but the mediation of the teacher this time is necessary in order to conduct work on the deepening of reflections, so that learning will be more meaningful to the students. / A presente dissertação tem por objetivo, com base nas representações de leitura sugeridas pelo material didático-pedagógico do Programa Nacional de Inclusão de Jovens ProJovem Urbano (PJU), analisar as representações de leitura do material, verificando se os textos propiciam a formação de leitores; se eles são capazes de estabelecer relações entre o que está sendo lido e as situações que já fazem parte de sua vida; o discernimento entre os vários e possíveis sentidos a serem atribuídos ao texto e se favorecem a formação cidadã. O aporte teórico está ancorado nas contribuições de Chartier (1990), que permitem identificar, analisar e problematizar as Representações de Leitura no material de suporte didático-pedagógico de educadores e educandos do Programa Nacional de Inclusão de Jovens - ProJovem Urbano, criado com a finalidade de orientar as ações educacionais de jovens de 18 a 29 anos, que fazem parte do público atendido pela modalidade Educação de Jovens e Adultos (EJA), em razão da sua relevância social. É importante compreender como o Manual do Educador e o Guia de Estudos focam a leitura em seus procedimentos didático-pedagógicos. Neste contexto, a leitura assume seu importante papel na constituição do sujeito consciente do seu lugar na sociedade grafocêntrica. A metodologia adotada foi a qualitativa-interpretativa e os dados foram obtidos por meio da análise documental do material de apoio pedagógico colocado à disposição dos educadores e educandos. O PJU visa elevar a escolaridade integrada à qualificação profissional e a participação cidadã por intermédio de uma concepção teórico-metodológica que prioriza a problematização e o desenvolvimento do pensamento crítico. Como resultado, observou-se que os textos e atividades analisados trazem temas e discussões muito interessantes para o desenvolvimento de uma leitura crítica da realidade, mas é necessária a mediação do professor neste momento, com o intuito de conduzir os trabalhos no aprofundamento das reflexões que farão a aprendizagem ser mais significativa para os educandos