Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Howard Goldstein, Florida State University, College of Communication, Dept. of Communication Disorders. Title and description from dissertation home page (viewed July 9, 2004). Includes bibliographical references.

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Made available in DSpace on 2015-05-14T12:42:34Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1189804 bytes, checksum: 7105e671cca1fe3171cd0fdd630dd564 (MD5) Previous issue date: 2009-03-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The theme of the reading, in spite of constantly re-visited through inquiries, discussions, seminars, symposium, presents itself still an object of investigation. The importance of these investigations increase while grows the concern on how to form "competent" readers, principally when official rates, just like the spread ones for the IDEB, reveal the low performance of the pupils regarding the reading. This research, allying to this problematic, intends like general objective to contribute to reveal other possibilities to the reading be investigated, enlarging the conception of what is to read and how to read it. For so much, we are based in studies like those of Abreu (1999), Kleiman (1995, 2002), Sousa (2002, 2005, 2008), Manguel (1997), Geraldi (1997), Lajolo (2004), Coracini (2002), between others. We leave from the hypothesis of which to recover histories of reading is to contribute to the reanalysis of inner school reading practice. We analyze speeches on the reading, from data obtained in interviews carried out with three teachers who act in the first phase of the Basic Teaching, in a school of the State Public Net of Education in the city of Campina Grande, and nine pupils of these teachers. We use interviews that were of semi-structured questions, which were mainly about histories and practices of reading so much of these teachers as well as of all the pupils. Initially, we look to identify the methods in which the teachers were taught to read and write and like this fact it is represented in the Brazilian Literature. Subsequently, our intention was directed in their methods of forming readers. For end, we establish a counterpoint between what the teachers and the pupils say about their reading preferences. The analyses of the interviews point to the reading conceptions in which the teachers were taught to read and write and, at the same time, demonstrate differentiated means of practices of reading in the school. The analyses also indicated that there is a superposition of influences, so that the relation between the reading that the teachers say to carry out and the reading practiced in classroom do not seem to be so straight, in other words, what the teachers affirm to read does not reveal an activity that contributes with the pedagogic practice. And for last, we realize that the teachers do not recognize the contribution of the family for the reading formation of their pupils, just as they also do not know their students reading practices. / A temática da leitura, apesar de constantemente revisitada através de pesquisas, debates, seminários, simpósio, apresenta-se ainda como objeto de investigação. A importância dessas investigações aumenta à medida que crescem as inquietações sobre como formar leitores competentes , principalmente quando índices oficiais, a exemplo dos divulgados pelo IDEB, revelam o baixo desempenho dos alunos em relação à leitura. Esta pesquisa, aliandose a essa problemática, pretende, como objetivo geral, contribuir para revelar outras possibilidades de se investigar a leitura, ampliando a concepção do que é ler e como ler. Para tanto, baseamo-nos em estudos como os de Abreu (1999), Kleiman (1995, 2002), Sousa (2002, 2005, 2008), Manguel (1997), Geraldi (1997), Lajolo (2004), Coracini (2002), entre outros. Partimos da hipótese de que recuperar histórias de leitura contribui para (re)pensar as práticas de leitura no interior da escola. Analisamos discursos sobre a leitura, a partir de dados obtidos em entrevistas realizadas com três professoras que atuam na primeira fase do Ensino Fundamental, numa escola da Rede Pública Estadual de Educação na cidade de Campina Grande, e nove alunos dessas professoras. Utilizamos entrevistas que se constituíram de perguntas semi-estruturadas, que versavam principalmente sobre histórias e práticas de leitura tanto desses professores quanto dos alunos. Inicialmente, buscamos identificar os métodos nos quais as professoras foram alfabetizadas e como esse fato é representado na Literatura Brasileira. Posteriormente, nosso intuito foi refletir acerca das práticas dessas professoras como formadoras de leitor. Por fim, estabelecemos um contraponto entre o que dizem as professoras e os alunos acerca de suas preferências de leitura. As análises das entrevistas apontam para as concepções de leitura nas quais as professoras foram alfabetizadas e, ao mesmo tempo, demonstram possibilidades diferenciadas de práticas de leitura na escola. As análises também indicaram que há uma sobreposição de influências, de modo que a relação entre a leitura que as professoras dizem realizar e as práticas de leitura em sala de aula parece não ser tão direta, ou seja, o que as professoras afirmam ler não revela uma atividade que contribui com a prática pedagógica. E por último, percebemos que as professoras não reconhecem a contribuição da família para a formação leitora dos seus alunos, como também não conhecem as práticas leitoras de seus educandos.

The aim of this thesis was to evaluate the level of reading comprehension in children at risk of developing grammar difficulties. The main goal consisted of assessing the performance and children's success in two experimental groups (with impaired speech development and the familial risk of dyslexia) and one control group (individuals with typical speech development) at the Test of Reading Comprehension based on the YARC diagnostic scale (Hulme et al., 2009). Additionally, we also observed the performance of children throughout a longer period of time. Consequently, it enabled us to compare the performance of children in the original test with the results of the Test of Reading and Comprehension by M. Caravolas and J. Volín (2005), which was administered two years later. Further analysis reveal that the individuals with the impaired speech development performed significantly worse than the children with familial risk of dyslexia whose performance was very much on the same level as the ones with typical speech development. Additionally, we found out that the performance of children in terms of comprehension does not change significantly during their development. The results of this study may be beneficial both for specialists and parents who may obtain a better understanding of their children's...