Consciência fonológica, rima e aprendizagem a leitura
Resumo
O objetivo principal deste artigo concerne à discussão da recente controvérsia sobre o nível e extensão da consciência fonológica possuída por crianças, como também, à extensão e direção da relação causal entre consciência fonológica e habilidade de leitura. Na primeira parte deste artigo é discutida a consciência fonológica e sua relação como uso de rimas e aliteração em poesias criadas por crianças pequenas. Em seguida, é abordada a controvérsia sobre a relação consciência fonológica e leitura; apesar de existir pouca dúvida sobre a sua existência, existe muita controvérsia sobre a relação eausal destas duas variáveis, ou seja, qual a causa e qual o efeito. Em base na literatura analisada conclui-seque: (1) rima e aliteração existem antes da leitura e, não necessariamente da mesma forma como a habilidade de segmentação expifcita, podem favorecer o desenvolvimento da leitura; (2) a habilidade de segmentação expifcita pode aparecer antes da leitura, mas pode não ser tão comum em uma idade precoce como a rima e a aliteração. Da mesma forma, podem existir outras atividades que envolvem focalizar a atenção para os sons da língua (por exemplo, compondo poesias). Rima e aliteração podem ajudar a criança a tornar-se mais interessada em aspectos da linguagem em geral e não só nos sons em si; isto pode ser muito importante para a leitura; (3) para melhor compreender a relação leitura e consciência fonológica é necessário considerar a consciência fonológica não como um construto unitário e organizado, mas como uma habilidade cognitiva geral, composta de uma combinação complexa de diferentes habilidades, cada uma com suas próprias peculiaridades; (4) a combinação de resultados de estudos longitudinais com resultados de várias intervenções, como por exemplo, estudos de treinamento, pode fornecer uma compreensão mais profunda do problema.
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Referências
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London: George Allen & Unwin.
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Halsted Press.
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64, 293-298.
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processing and awareness. The Quarterly Journal of Experimental Psychology,
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segmentai analysis and literacy. Cahiers de Psychologie Cognitive, 7(5),
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Harmondsworth: Penguin.
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twenty eight months old child. Em A. Bar Adon & W. F. Leopold (Orgs.). Child
language: a book of readings. Englewood Cliffs, N. J.: Prentice Hall.
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Press (Tradução em língua inglesa da original em língua russa, edição de
1959).
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thinking. An exploration in experimental anthropology. New York: Methuen.
Content, A., Morais, J., Alegria, J. e Bertelson, P. (1982). Accelerating the development
of phonetic segmentation skills in kindergartners. Cahiers de Psychologie
Cognitive, 2, 259-269.
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Dowker, A. (no prelo). Rhyme and alliteration in poems elicited from young children.
Journal of Child Language.
Ehri, L. C. & Wilce, L. C. (1980). The influence of orthography on readers' conceptualization
of the phonemic structure of words. Applied Psycholinguistics, 1, 71 -385.
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York: MacMillan.
Esposito, A. (1980). Children's play with language. Child Study Journal, 10, 207-217.
Finnegan, D. (1977). Phoneme sequencing knowledge of kindergarten and elementary
school age children. (Doctoral dissertation, University of Wisconsin, 1976). Dissertation
Abstracts International, 37, 4922A. (University Microfilms No. 76 25,
558).
Fox B. & Routh, D. K. (1975). Analyzing spoken language into words, syllables and
phonemes: a developmental study. Journal of Psycholinguistic Research, 4, 31-
342.
Fox B. & Routh, D. K. (1980). Phonemic analysis and severe reading disability in children.
Journal of Psycholinguistic Research, 9, 115-120.
Francis, H. (1982). Leaming to read: Literate behaviour and orthographic knowledge.
London: George Allen & Unwin.
Garvey, C. (1977). Play with language and speech. Em S. Ervin Tripp & O Mitchell
Kernan (Orgs.) Child discourse. New York: Academic Press.
Geller, L. G. (1982). Linguistic consciousness raising: child's play. Language Arts, 59,
120-125.
Geller, L. G. (1983). Children's rhymes and literacy leaming: making connections.
Language Arts, 60, 184-193.
Gleitman, L. R. & Rozin P. (1973). Teaching reading by use of a syllabary. Reading
Research Quarterly, 8, 447-483.
Goldstein, D. M. (1976). Cognitive linguistic functioning and learning to read in preschoolers.
Journal of Educational Psychology, 68, 680-688.
Hakes, D. (1982). The development of metalinguistic awareness: What develops? Em
S.A. Kuczaj (Org.). Language, Thought and Culture. Hillsdale, N.J.: Erlbaum.
Heath, (1983). Ways with words: Language, life and work in communities and classrooms.
Cambridge: Cambridge University Press.
Horgan, D. (1981). Learning to tell jokes: case study of metalinguistic abilities. Journal
of Child Language, 8, 217-224.
Hulme, C. (1987). Reading retardation. Em J. R. Beech & A. M. Colley (Orgs.). Cognitive
approaches to reading. Chichester: John Wiley & Sons.
lanco Worrall, A. D. (1972). Bilingualism and cognitive development. Child Development,
43, 1390-1400.
Jespersen, O. (1922). Language: its nature, development and origin. London: Allen &
Unwin.
Jusczyk, P. W. (1977). Rhymes and reasons: some aspects of the child's appreciation
of poetic form. Developmental Psychology, 13, 599-607.
Keenan, E. O. (1974). Conversational competence in children. Journal of Child Language,
120, 39-48.
Keenan, E. O. & Klein, E. (1975). Coherency in child à \scourse. Journal of Psycholinguistic
Research, 4, 365-380.
Krown, S. (1974). Threes and fours go to school. Englewood Cliffs, N.J.: Prentice Hall.
Lenel, J. C. & Cantor, J. H. (1981). Rhyme recognition and phonemic pemeption in
young children. Journal of Psycholinguistic Research, 10, 57-68.
Leopold, W. F. (1949). Speech development of a bilingual child Evanston, III.: Northwestern
University Press.
Lewkowicz, N. (1980). Phonemic awareness training: what to teach and how to teach
it. Journal of Educational Psychology, 72, 686-700.
Liberman, I. Y. (1973). Segmentation of the spoken work and reading acquisition. Bulletin
of the Orton Society, 23, 65-77.
Liberman, I. Y. (1982). A language-oriented view of reading and its disabilities. Em H.
Myklebust (Org.) Progress in learning disabilities. New York: Grune & Stratton.
Liberman, I. Y., Shankweiler, D., Fisher, F. W. & Carter, B. (1974). Explicit syllable and
phoneme segmentation in the young child. Journal of Experimental Child Psychology,
18, 201-212.
Liberman, I. Y., Shankweiler, D., Liberman, A. M., Fowler, C. & Fisher, F. W. (1977).
Phonetic segmentation and recoding in the beginning reader. Em A. S. Rober & D.
L. Scorborough (Orgs.). Toward a psychology of reading. Hillsdale, N.J.: Erlbaum.
Lindholm. K. J. (1980). Bilingual children: some interpretations of cognitive and linguistic
development. Em K. E. Nelson. (Org.). Children's language (Vol. 2). London:
Gardner Press.
Lukens, H. T. (1894). Preliminary report on the learning of language. Pedagogical Seminary,
3, 419-460.
Ludberg, I. (1978). Aspects of linguistic awareness related to reading. Em A. Sinclair,
R. J. Jarvella & N. J. M. Levelt. (Orgs.). The child conception of language. Berlin:
Springer Verlag.
Lundberg I., Olofsson, A. & Wall, S. (1980). Reading and spelling skills in the first
school years predicted from phonemic awareness skills in kindergarten. Scandinavian
Journal of Psychology, 21, 159-173.
Maccoby, E. E. & Jacklin, C. N. (1975). The psychology of sex differences. Oxford:
Oxford University Press.
Maclean, M., Bryant, P. & Bradley, L. (1987). Rhymes, nursery rhymes and reading in
early childhood. Merril Palmer Quarterly, 33, 255-281.
Mann, V. (1986). Phonological awareness: the role of reading experience. Cognition,
24, 65-92.
Marshall, J. C. & Cossu, G. (1987). Segmentai analysis: modular representations and
processes. Cahiers de Psychologie Cognitive, 7, 482-A87.
McDowell, J. H. (1975). The speech play and verbal art of Chicano children. PhD.
Dissertation, University of Texas.
Morais, J., Alegria, J. & Content, A. (1987). The relationships between segmentai analysis
and alphabetic literacy: an interactive view. Cahiers de Psychologie Cognitive,
7, 415-438.
Morais, J., Bertelson, P., Cary, L. & Alegria, J. (1986). Literacy training and speech
segmentation. Cognition, 24, 45-64.
Morais, J., Cary, L, Alegria, J. & Bertelson, P. (1979). Does awareness of speech as
a sequence of phonemes arise spontaneously? Cognition, 7, 323-331.
Morse, P. A. (1977). Infant Speech Perception. Em D. A. Sanmders (Org.). Auditory
perception of speech: an introduction to principies and problems. Englewood
Cliffs, N.J.: Prentice Hall.
Nesdale, A. R., Herriman, M. & Tunmer, W. E. (1980). The development of phonological
awareness. Em R. Grieve, W. Tunmer & C. Pratt (Orgs.). Language awareness
in children. University of Western Austrália: Education Research and Perspective.
Olofsson, A. (1985). Phonemic awareness and learning to read: a longitudinal and
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2012-07-26
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Roazzi, A., & Dowker, A. (2012). Consciência fonológica, rima e aprendizagem a leitura. Psicologia: Teoria E Pesquisa, 5(1), 31–55. Recuperado de https://periodicos.unb.br/index.php/revistaptp/article/view/17058
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