Compreensão de contos após leitura dialógica com perguntas baseadas em dimensões temáticas da narrativa
Palabras clave:
Leitura compartilhada, Comportamento verbal, Compreensão de textos, Análise do ComportamentoResumen
Investigou-se o efeito da leitura dialógica ”“ leitura em voz alta intercalada com perguntas e feedback baseados em dimensões temáticas (funções) da narrativa ”“ sobre a compreensão de contos dos Irmãos Grimm. Vinte e dois contos foram lidos individualmente a três crianças, sendo duas com oito anos de idade e uma com treze, de forma simples (sem intervenções
adicionais) e dialógica, em um delineamento de linha de base múltipla por participante. A compreensão foi avaliada por meio da porcentagem de eventos do enredo e funções da narrativa verbalizadas em tarefas de reconto. A correspondência entre as histórias e os recontos foi superior na condição Leitura Dialógica, especialmente para funções narrativas. Discute-se o papel das perguntas, do reforçamento diferencial e do texto nos efeitos encontrados.
Descargas
Los datos de descargas todavía no están disponibles.
Citas
Baker, L., Mackler, K., Sonneschein, S. & Serpell, R. (2001).
Parents´ interaction with their first-grade children during
storybook reading and relations with subsequent home
reading activity and reading achievement. Journal of School
Psyhcology, 39(5), 415-438.
Barnes, E. M., Dickinson, D. K. & Grifenhagen, J. F. (2016). The
role of teachers´ comments during book reading in children´s
vocabulary growth. The Journal of Educational Research, 1-13.
Barthes, R. (2009). Introdução à análise estrutural da narrativa. Em
R. Barthes e cols. (Eds.). Análise Estrutural da Narrativa (6ª
ed.). (M. B. Pinto, Trad.), pp. 19-62. São Paulo: Vozes (Obra
original publicada em 1966).
Brabham, E. G. & Lynch-Brown, C. (2002). Effects of teacher´s
reading-aloud styles on vocabulary aquisition and
comprehension in the early elementary grades. Journal of
Educational Psychology, 94(3), 465-473.
Duursma, E., Augustyn, M & Zuckerman, B. (2010). Reading aloud
to children: the evidence. Archives of Disease in Childhood,
93(7), 554-557.
Flores, E. P. Pires, L. F. & Souza, C. B. A. (2014). Dialogic reading
of a novel for children: effects on text comprehension. Paidéia,
24(58), 243-251.
Fontes, M. J. O., & Cardoso-Martins, C. (2004). Efeitos da leitura
de histórias no desenvolvimento da linguagem de crianças de
nível sócio-econômico baixo. Psicologia: Reflexão e Crítica,
17(1), 83-94.
Gazella, J. & Stockman, I. J. (2003). Children’s story retelling
under different modality and task conditions: implications
for standardizing language sampling procedures. American
Journal of Speech-Language Pathology, 12, 61-72.
Goldman, S. R., Varma, K. O., Sharp, D., & the Cognition
and Technology Group at Vanderbilt (1999). Children’s
understanding of complex stories: Issues of representation
and assessment. In S.R. Goldman, A.C. Graesser, & P Van
den Broek (Eds.), Narrative comprehension, causality, and
coherence: Essays in honor of Tom Trabasso (pp. 135”“158).
Mahwah, NJ: Erlbaum.
Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., Taylor, A.
B., Davis, M. J., Fogarty, M. & Simmons, L. (2014). Enhancing
preschool children´s vocabulary: Effects of teacher talk before,
during and after shared reading. Early Childhood Research
Quarterly, 29(2), 214-226.
Harcourt, D. & Conroy, H. (2005). Informed assent: Ethics and
processes when researching with young children. Early Child
Development and Care,175(6), 567-577.
Iversen, I. H. (2013). Single-case research methods: an overview.
Em Madden, G. J., Dube, W. V., Hackenberg, T. D., Hanley, G.
P. & Lattal, K. A. (Orgs.). APA Handbook of Behavior Analysis:
Methods and principles (pp. 3-32). American Psychological
Association. Washington, DC: US.
Justice, L. M.; Meier, J. & Walpole, S. (2005). Learning new words
from storybooks: n efficacy study with at-risk kindergartners.
Language, Speech and Hearing Services at School, 36, 17-32.
Kindle, K. J. (2011). Same book, different experience: a comparison
of shared reading in preschool classrooms. Journal of
Language and Literacy, 7(1), 13-34.
Lever, R., & Sénéchal, M. (2011). Discussing stories: how a dialogic
reading intervention improves kindergartners’ oral narrative
construction. Journal of Experimental Child Psychology,
108(1), 1-24.
Mira, W. A. & Schwanenflugel, P. J. (2013). The impact of reading
expressiveness on the listening comprehension of storybooks
by prekindergarten children. Language, Speech and Hearing
Services at School, 44, 183-194.
Pearson, P. D. (2009). The roots of reading comprehension
instruction. Em Israel, S. E. & Duffy, G. G. (Eds.). Handbook
of Research on Reading Comprehension (pp. 3-31). London:
Routledge.
Propp, V. I. (2001). Morfologia do conto maravilhoso (Obra original
publicada em 1928). Brasília: Copymarket
Reese, E. & Cox, A. (1999). Quality of adult book reading affects
children’s emergent literacy. Developmental Psychology,
35(1), 20-28.
Skinner, B. F. (1957). Verbal Behavior. Englewood Cliffs, New
Jersey: Prentice Hall.
Touchette, P. E. & Howard, J. S. (1984). Errorless learning:
reinforcement contingencies and stimulus control transfer in
delayed prompting. Journal of Applied Behavior Analysis,
17(2), 175-188.
Trabasso, T. & Sperry, L. L. (1985). Causal relatedness and
importance of story events. Journal of Memory and Language,
24, 595-611.
Vally, Z. (2012). Dialogic reading and child language growth:
combating developmental risk in South Africa. South African
Journal of Psychology, 42(4), 617-627.
Whitehurst, G. J. Falco, F. L., Lonigan, C. J., Fischel, J. E.,
DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M.
(1988). Accelerating language development through picture
book reading. Developmental Pyschology, 24(4), 552-559.
Zauche, L. H., Thul, T. A., Mahoney, A. E. D., & Stapel-Wax, J. L.
(2016). Influence of language nutrition on children’s language
and cognitive development: An integrated review. Early
Childhood Research Quarterly, 36, 318-333.
Zevenbergen, A. A., Whitehurst, G. J., & Zevenbergen, J. A. (2003).
Effects of shared-reading intervention on the inclusion of
evaluative devices in narratives of children from low-income
families. Journal of Applied Developmental Psychology,
24(1), 1-15.
Parents´ interaction with their first-grade children during
storybook reading and relations with subsequent home
reading activity and reading achievement. Journal of School
Psyhcology, 39(5), 415-438.
Barnes, E. M., Dickinson, D. K. & Grifenhagen, J. F. (2016). The
role of teachers´ comments during book reading in children´s
vocabulary growth. The Journal of Educational Research, 1-13.
Barthes, R. (2009). Introdução à análise estrutural da narrativa. Em
R. Barthes e cols. (Eds.). Análise Estrutural da Narrativa (6ª
ed.). (M. B. Pinto, Trad.), pp. 19-62. São Paulo: Vozes (Obra
original publicada em 1966).
Brabham, E. G. & Lynch-Brown, C. (2002). Effects of teacher´s
reading-aloud styles on vocabulary aquisition and
comprehension in the early elementary grades. Journal of
Educational Psychology, 94(3), 465-473.
Duursma, E., Augustyn, M & Zuckerman, B. (2010). Reading aloud
to children: the evidence. Archives of Disease in Childhood,
93(7), 554-557.
Flores, E. P. Pires, L. F. & Souza, C. B. A. (2014). Dialogic reading
of a novel for children: effects on text comprehension. Paidéia,
24(58), 243-251.
Fontes, M. J. O., & Cardoso-Martins, C. (2004). Efeitos da leitura
de histórias no desenvolvimento da linguagem de crianças de
nível sócio-econômico baixo. Psicologia: Reflexão e Crítica,
17(1), 83-94.
Gazella, J. & Stockman, I. J. (2003). Children’s story retelling
under different modality and task conditions: implications
for standardizing language sampling procedures. American
Journal of Speech-Language Pathology, 12, 61-72.
Goldman, S. R., Varma, K. O., Sharp, D., & the Cognition
and Technology Group at Vanderbilt (1999). Children’s
understanding of complex stories: Issues of representation
and assessment. In S.R. Goldman, A.C. Graesser, & P Van
den Broek (Eds.), Narrative comprehension, causality, and
coherence: Essays in honor of Tom Trabasso (pp. 135”“158).
Mahwah, NJ: Erlbaum.
Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., Taylor, A.
B., Davis, M. J., Fogarty, M. & Simmons, L. (2014). Enhancing
preschool children´s vocabulary: Effects of teacher talk before,
during and after shared reading. Early Childhood Research
Quarterly, 29(2), 214-226.
Harcourt, D. & Conroy, H. (2005). Informed assent: Ethics and
processes when researching with young children. Early Child
Development and Care,175(6), 567-577.
Iversen, I. H. (2013). Single-case research methods: an overview.
Em Madden, G. J., Dube, W. V., Hackenberg, T. D., Hanley, G.
P. & Lattal, K. A. (Orgs.). APA Handbook of Behavior Analysis:
Methods and principles (pp. 3-32). American Psychological
Association. Washington, DC: US.
Justice, L. M.; Meier, J. & Walpole, S. (2005). Learning new words
from storybooks: n efficacy study with at-risk kindergartners.
Language, Speech and Hearing Services at School, 36, 17-32.
Kindle, K. J. (2011). Same book, different experience: a comparison
of shared reading in preschool classrooms. Journal of
Language and Literacy, 7(1), 13-34.
Lever, R., & Sénéchal, M. (2011). Discussing stories: how a dialogic
reading intervention improves kindergartners’ oral narrative
construction. Journal of Experimental Child Psychology,
108(1), 1-24.
Mira, W. A. & Schwanenflugel, P. J. (2013). The impact of reading
expressiveness on the listening comprehension of storybooks
by prekindergarten children. Language, Speech and Hearing
Services at School, 44, 183-194.
Pearson, P. D. (2009). The roots of reading comprehension
instruction. Em Israel, S. E. & Duffy, G. G. (Eds.). Handbook
of Research on Reading Comprehension (pp. 3-31). London:
Routledge.
Propp, V. I. (2001). Morfologia do conto maravilhoso (Obra original
publicada em 1928). Brasília: Copymarket
Reese, E. & Cox, A. (1999). Quality of adult book reading affects
children’s emergent literacy. Developmental Psychology,
35(1), 20-28.
Skinner, B. F. (1957). Verbal Behavior. Englewood Cliffs, New
Jersey: Prentice Hall.
Touchette, P. E. & Howard, J. S. (1984). Errorless learning:
reinforcement contingencies and stimulus control transfer in
delayed prompting. Journal of Applied Behavior Analysis,
17(2), 175-188.
Trabasso, T. & Sperry, L. L. (1985). Causal relatedness and
importance of story events. Journal of Memory and Language,
24, 595-611.
Vally, Z. (2012). Dialogic reading and child language growth:
combating developmental risk in South Africa. South African
Journal of Psychology, 42(4), 617-627.
Whitehurst, G. J. Falco, F. L., Lonigan, C. J., Fischel, J. E.,
DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M.
(1988). Accelerating language development through picture
book reading. Developmental Pyschology, 24(4), 552-559.
Zauche, L. H., Thul, T. A., Mahoney, A. E. D., & Stapel-Wax, J. L.
(2016). Influence of language nutrition on children’s language
and cognitive development: An integrated review. Early
Childhood Research Quarterly, 36, 318-333.
Zevenbergen, A. A., Whitehurst, G. J., & Zevenbergen, J. A. (2003).
Effects of shared-reading intervention on the inclusion of
evaluative devices in narratives of children from low-income
families. Journal of Applied Developmental Psychology,
24(1), 1-15.
Descargas
Publicado
2017-05-23
Cómo citar
Medeiros, F. H., & Flores, E. P. (2017). Compreensão de contos após leitura dialógica com perguntas baseadas em dimensões temáticas da narrativa. Psicologia: Teoria E Pesquisa, 32(5). Recuperado a partir de https://periodicos.unb.br/index.php/revistaptp/article/view/19386
Número
Sección
Estudos Empíricos
