The status of the syllable in reading : Comparing the course of children and adults. / O estatuto da sílaba na aprendizagem da leitura : Comparando o percurso de crianças e adultos.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

This work intends to investigate the influence of syllabic structure on reading acquisition by children and adults who are in initial stage of reading and writing education. Four variables related to syllabic processing were considered: a) syllabic pattern; b) stress; c) syllable position in the word; d) reading strategies. Data were obtained by field investigation and experimental research, which were undertaken during the school period of 2006, in two public school of Salvador. 29 subjects were involved: 17 children (G1) and 12 adults (G2). Four reading section of words and nonsense words were carried out with each subject in periodic meetings all through the year. The reading tests were applied by using APPTL a Reading Test Software, which was designed especially for this research. The reading sections were recorded in audio and video. Results show that syllabic structure of word plays a meaningful role on the level of right answer in word reading and on type of reading strategies used by subjects. Word formed by CVC syllable obtained the higher level of right answers and, consequently, the higher occurrence of proficient reading strategies during the reading section; in intermediate position, were words formed by CVC syllable; and, finally, words formed by CCVC syllable were the words which obtained the lowest level of right answer, and, consequently, demanded use of less proficient reading strategies. As to stress, paroxytone words were read with higher level of right answers followed by proparoxytone and oxytone words. As to the position of syllable in the word, complex syllables were processed with higher number of right answers when in initial position, followed by internal and final position. Results presented by children (G1) were similar to those of adults (G2), which allows the conclusion that children and adults have similar behavior as to syllable processing in initial stages of reading acquisition. These findings demonstrate the need for a revision in methods for reading and writing instruction both to children and adults, in order to promote a more systematic treatment of the syllable in school teaching, implying that special focus on the relation between reading and oral practice be granted.

ASSUNTO(S)

reading acquisition linguistica sílaba children and adults reading and writing education syllable alfabetização de crianças e adultos aquisição da leitura

ACESSO AO ARTIGO

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