Erros de decodificação no reconhecimento da palavra escrita na leitura em voz alta de alunos do 6º ano do Ensino Fundamental

• Ano de defesa: 2016
• Autor(a) principal: Santos, Marcos Suel dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Mestrado Profissional em Letras em Rede Nacional - ProfLetras; UFAL
• Palavras-chave em Português: Inabilidade na leitura; Leitura oral; Inability to read; Oral reading; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/2473

Based on cognition reading, this dissertation aims analyze and typify errors of decoding in word recognition in reading aloud of students of sixth year of the basic education. Reading is such a common process for proficient reader that he is not aware of the intermediary operations between word visualization and its recognition. In this case, the word is accessed by lexical route. But when the word is accessed by nonlexical route the decoding of printed word arises, which can cause errors and affect the meaning of the word and consequently the text. To investigate this problem, a quali-quantitative research is carried out, incorporating elements of both methods, with emphasis on the qualitative method, which is presented sequentially and shaped by the interpretation of the data. These are made up of oral reading informational text 30 students participating in the survey. The results from this study shows that the decoding errors in word recognition directly affect reading and comprehension, making it slow and ineffective. The resolution of this problem requires effective and meaningful use of reading teaching methods that guarantee the process of literacy of students, and an appropriate training for teachers, especially in the initial years of basic education. For this study, we adopted the theoretical frameworks of Cognitive Psychology and Neuroscience, in particular the studies of Coltheart (2013), Lupker (2013), Plaut (2013), Rayner; Juhasz; Pollatsek, (2013), Van Orden; Kloos (2013), for word recognition, Avila et al. (2008), Aquino (2011), Capovilla; Capovilla; Suiter (2004), Pinheiro; Cunha; Lúcio (2008), Salles (2005), for typifications errors, Dehaene (2012), Ehri (2013a, b), Morais (1996, 2014), Morais; Leite; Kolinsky (2013), for decoding, and Chartier (2011), Richardson (2001), for reading aloud. With that, it is hoped that, somehow, this study contributes to the development of students' reading skills especially in automated decoding.