Dvelopment of reading strategies in two different methods of literacy
DOI:
https://doi.org/10.17058/signo.v43i77.12070Keywords:
Reading processing. Phonological route. Lexical route. Teaching method.Abstract
The present study investigates the development of reading in Brazilian Portuguese in very early stages of learning. There were analyzed two groups of students, one in the literacy process by the phonic method (N=23) and the other by the global method (N=19), both attending the second year of the private school system (Mage = 7; 9 years). The objective was to investigate the influence of the teaching method on the development of phonological and lexical routes. Reading aloud was evaluated through a list of words manipulated according to regularity (regular-irregular), frequency (high-low), extension (short-long) and lexicality (word-pseudoword). The results confirm that the reading in Portuguese, even in the initial phase of learning, is processed by the phonological and lexical route concomitantly. The interaction between the psycholinguistic variables and the teaching method showed that the development of the lexical route is favored by the phonic method.Downloads
References
ARO, M.; WIMMER, H. Learning to read: English in comparison to six more regular orthographies. Applied Psycholinguistics, 24, p. 621-635, 2003.
COLTHEART, M. et al. DRC: a dual route cascaded model of visual word recognition and reading aloud. Psychol Rev, v. 108, n. 1, p. 204-256, 2001.
DEFIOR, S.; MARTOS, F.; CARY, L. Differences in reading acquisition development in two shallow orthographies: Portuguese and Spanish. Applied Psycholinguistics, 23, p. 135-148, 2002.
GODOY, D. M. A.; PINHEIRO, A. M. V.; DEFIOR, S. C. Processo inicial de alfabetização: influência da consciência fonêmica e método de ensino. Psicologia Teoria e Prática, v. 19, n.3, p. 226-241, 2017.
GOUGH, P. B.; TUNMER, W. E. Decoding, reading, and reading disability. Remedial and Special Education, 7, 1, p. 6–10, 1986.
LANDERL, K. Influences of orthographic consistency and reading instruction on the development of nonword reading skills. European Journal of Psychology of Education, 3, p. 239-257, 2000.
LEYBAERT, J.; CONTENT, A. Reading and spelling acquisition in two different teaching methods: a test of the independence hypothesis. Reading and Writing, 7, p. 65-88, 1995.
LÚCIO, P. S. L.; PINHEIRO, A. M. V. Vinte anos de estudo sobre o reconhecimento de palavras em crianças falantes do português: uma revisão de literatura. Psicologia Reflexão e Crítica, v. 24, 1, 2011. doi: 10.1590/S0102-79722011000100020
PINHEIRO, A. M. V. Reading and spelling development in Brazilian Portuguese. Reading and Writing, 7, p. 111-138, 1995.
___________ Avaliação cognitiva das capacidades de leitura e de escrita de crianças nas séries iniciais do Ensino Fundamental – AVACLE: relatório final global e integrado de atividades desenvolvidas. Submetido ao CNPq, 2003
SALLES, J. F.; PARENTE, M. A. M. Avaliação da leitura e escrita de palavras em crianças de 2ª série: Abordagem neuropsicológica cognitiva. Psicologia: Reflexão e Crítica, 20(2), 220-228, 2007.
SALLES, J. F.; PARENTE, M. A. M. P. Relação entre os processos cognitivos envolvidos na leitura de palavras e as habilidades de consciência fonológica em escolares. Pró-fono Revista de Atualização Científica, Carapicuiba (SP), v. 14, n.2, p.175-186, 2002.
SHARE, D. L. Phonological recoding and self-teaching: sine qua non of reading acquisition. Cognition, 55, p. 151-218, 1995.
SPRENGER-CHAROLLES, L.; SIEGEL, L. S.; BÉCHENNEC, D.; SERNICLAES, W. Development of phonological and orthographic processing in reading aloud, in silent reading, and in spelling: A four-year longitudinal study. Journal of Experimental Child Psychology, 84, p.194–217, 2003.
STANOVICH, K. E. Matthew effects in reading: some consequences of individual differences in the acquisition of literacy. Reading Research Quartely, 21, p.360-407, 1986.
SUCENA, A.; CASTRO, S. L. Estratégias fonológicas e ortográficas na aprendizagem da leitura do português europeu. Iberpsicologia 10, 3, 2005. Disponível em: https://repositorio-aberto.up.pt/bitstream/10216/5430/2/83694.pdf
WIMMER, H.; GOSWAMI, U. The influence of orthographic on reading development: word recognition in English and German children. Cognition, 51, p. 91-103, 1994.
ZOCCOLOTTI, P.; LUCA, M. De; FILIPPO, G. Di; JUDICA, A.; MARTELLI, M. Reading development in an orthographically regular language: effects of length, frequency, lexicality and global processing ability. Reading and Writing, 22, p. 1053-1079, 2009. doi: 10.1007/s11145-008-9144-8
Downloads
Published
How to Cite
Issue
Section
License
Authors publishing with Signo retain the copyright to their work, licensing it under the Creative Commons Attribution License which allows articles to be re-used and re-distributed without restriction, as long as the original work is correctly cited. Signo is owned by Associação Pró-Ensino em Santa Cruz do Sul and also hosts the Open Journal System plataform. Creative Commons Atribuição 4.0 Internacional.
