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Previous issue date: 2016-02-23 / This study focused on the investigation of phonological awareness skills according to the stages of acquisition of written language, guided by the work of Ferreiro and Teberosky (1991). It is understood here that phonological awareness refers to the ability to manipulate the sounds of a language, and can be subdivided into various skills both syllabic and phonemic levels. The study included 24 students, 12 who have already attended the 2nd year; and 12, the 5th year. The population was divided into two groups, control and experimental, and divided by sex/gender, grade/year and performance in relation to the school year, according to the indication of the teachers from those classes. To evaluate the two groups, the standardized test CONFIAS - Consci?ncia Fonol?gica Instrumento de Avalia??o Sequencial (MOOJEN et alii, 2011) and a dictation of words and pseudowords prepared by Moreira (2009) were applied, in order to identify in which level the students fit. The objectives are: to describe the performance of children with and without difficulties in learning of written language who have attended the 2nd and the 5th years of elementary school in tasks of phonological awareness; to trace the acquisitional profile of the abilities of phonological awareness of children with or without difficulties in learning of written language who have already attended the 2nd and the 5th years of elementary school; to make a comparative analysis of the results in the evaluation of children without learning disabilities with the results in the evaluation of children with difficulties in learning of written language; to check whether the gender factor interferes in the performance of tasks of both groups; and identify possible strategies used by the subjects in an attempt to predict the proposed task. For this purpose, it was used as a theoretical framework the work of authors such as Lemle ([1985] 2009), Ferreiro and Teberosky (1991), Capovilla and Capovilla (2000), Navas and Santos (2002), Freitas (2004), Lamprecht et alii (2004), Morais (2007, 2012), Moreira (2009), Moojen et alii (2011), Pepe (2014), among others. The results show that, in all the investigated grades, the Group A showed superior performance in all tasks, when compared to the Group B. As for the hierarchy of tasks, it was found that those ones that involve syllables are mostly considered easier and are acquired before those ones that involve phonemes. Among the investigated variables, those that showed significance in relation to the dependent variable - having or not phonological awareness - were those ones related to tasks and informants. We have also identified 20 strategies used by the students in an attempt to adequately respond to the proposed activities. Thus, we see the relevance of this study to the educational and clinical field, to delimit educators from kindergarten and elementary school as the observance of the need for phonological awareness, and health professionals who work with children have learning difficulties, in order to direct the therapeutic proposal. / O presente estudo se concentrou na investiga??o das habilidades de consci?ncia fonol?gica de acordo com os est?gios de aquisi??o da l?ngua escrita, pautados no trabalho de Ferreiro e Teberosky (1991). Entende-se, aqui, que a consci?ncia fonol?gica refere-se ? capacidade de manipular os sons de uma l?ngua, e pode ser subdividida em v?rias habilidades tanto no n?vel sil?bico quanto no n?vel fon?mico. Tem-se como objetivos: descrever o desempenho de crian?as com e sem dificuldades de aprendizagem da l?ngua escrita que frequentaram o 2? e o 5? anos do Ensino Fundamental em tarefas de consci?ncia fonol?gica; tra?ar o perfil aquisicional das habilidades de consci?ncia fonol?gica das crian?as com e sem dificuldades de aprendizagem da l?ngua escrita, que j? cursaram os 2? e 5? anos do Ensino Fundamental I; fazer uma an?lise comparativa dos resultados obtidos na avalia??o das crian?as sem dificuldades de aprendizagem com os resultados da avalia??o das crian?as com dificuldades de aprendizagem de l?ngua escrita; verificar se o fator sexo interfere no desempenho das tarefas de ambos os grupos; e identificar poss?veis estrat?gias utilizadas pelos sujeitos na tentativa de acertarem a tarefa proposta. Para tanto, foram utilizados como aporte te?rico os trabalhos de autores como Lemle ([1985] 2009), Ferreiro e Teberosky (1991), Capovilla e Capovilla (2000), Navas e Santos (2002), Freitas (2004), Lamprecht et alii (2004), Morais (2007, 2012), Moreira (2009), Moojen et alii (2011), Pepe (2014), entre outros. Participaram deste estudo 24 escolares, 12 que j? cursaram o 2? ano e 12 que j? cursaram o 5? ano. A popula??o foi dividida em dois grupos: A e B e subdividida por sexo/g?nero, s?rie/ano e desempenho em rela??o ? s?rie/ano, segundo indica??o dos professores. Para avaliar os dois grupos, foram aplicados o teste padronizado CONFIAS ? Consci?ncia Fonol?gica Instrumento de Avalia??o Sequencial (MOOJEN et alii, 2011) e um ditado de palavras e pseudopalavras elaborado por Moreira (2009), com o objetivo de identificar em qual n?vel de escrita se encontravam os escolares. Os resultados encontrados apontam que em todas as s?ries investigadas, o Grupo A apresentou desempenho superior, em todas as tarefas, quando comparado ao Grupo B. Quanto ? hierarquiza??o das tarefas, observou-se que as que envolvem s?labas, em sua maioria, s?o consideradas mais f?ceis e s?o adquiridas antes das que envolvem fonemas. Dentre as vari?veis investigadas, as que demonstraram signific?ncia em rela??o ? vari?vel dependente ? ter ou n?o consci?ncia fonol?gica ? foram as relacionadas ?s tarefas e aos informantes. Foram tamb?m identificadas 20 estrat?gias utilizadas pelos escolares na tentativa de responder adequadamente ? atividade proposta. Dessa forma, percebe-se a relev?ncia deste estudo para o campo educacional e cl?nico, no sentido de balizar os educadores da Educa??o Infantil e do Ensino Fundamental I quanto ? observ?ncia da necessidade de estimula??o da consci?ncia fonol?gica e os profissionais da sa?de que trabalham com crian?as que apresentam dificuldades de aprendizagem no sentido de direcionar a proposta terap?utica.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.uefs.br:8080:tede/351 |
| Date | 23 February 2016 |
| Creators | Cerqueira, Juciana Santos |
| Contributors | Pepe, Vera Pedreira dos Santos |
| Publisher | Universidade Estadual de Feira de Santana, Mestrado Acad?mico em Estudos Lingu?sticos, UEFS, Brasil, DEPARTAMENTO DE LETRAS E ARTES |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UEFS, instname:Universidade Estadual de Feira de Santana, instacron:UEFS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 1054484950761480881, 600, 600, 600, 6451293484473876986, 7955259954785510783 |
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