Consciência fonológica, rima e aprendizagem a leitura

Autores/as

  • Antonio Roazzi Universidade Federal de Pernambuco
  • Ann Dowker Oxford University

Resumen

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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Publicado

2012-07-26

Cómo citar

Roazzi, A., & Dowker, A. (2012). Consciência fonológica, rima e aprendizagem a leitura. Psicologia: Teoria E Pesquisa, 5(1), 31–55. Recuperado a partir de https://periodicos.unb.br/index.php/revistaptp/article/view/17058