Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Tozzo, Ana Paula Silva
 |
| Orientador(a): |
Ferreira, Leslie Piccolotto |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Fonoaudiologia
|
| Departamento: |
Faculdade de Ciências Humanas e da Saúde
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/20749
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Resumo: |
Introduction: reading aloud by the teacher of early childhood education in the process of formation of the reading child is important and this is emphasized in the oral expressiveness. Objective: to investigate the judgment of children regarding the use of oral expressiveness parameters in reading aloud, at the moments before and after speech-language intervention. Method: this research was carried out in two stages. In the first one, two teachers participated in a workshop that worked with the resources of expressivity oral, in situation of reading aloud. Before and after this intervention, audiograved material was collected in which the teachers read a story. Oral expression parameters were studied in loud reading, such as pause, articulation, resonance, pitch and intensity, as well as questions related to breathing, with a focus on pneumono - articular coordination. In the second stage, this material was presented individually and randomly to 54 children between 5 and 6 years of age regularly enrolled in Pre-II in Early Childhood Education to verify if they perceived a difference in pre- and post-intervention recordings and by which they chose. Those who chose post-intervention were grouped into small groups to justify their choices. The data collected in the first stage were analyzed by the children in the light of a perceptive auditory evaluation. Result: the teachers reported improvement after the intervention with special attention in increasing the time and in the use of the expressive elements. There was a statistically significant association between the hearing condition. In the justifications of the children there was an association of sense and sometimes of sound from their listening. When the occurrences were quantified, it was verified that the expressive effects adopted by the teachers were associated more with the sense of voice (39) than with sound (27). Conclusion: the children, when judging the excerpts from reading aloud, before and after the speech therapy intervention with two teachers, were able to perceive differences in oral expressiveness emphasized more by expressions related to sense |
