Neste livro, os autores buscam analisar as contribuições das pesquisas concluídas no âmbito do PP... more Neste livro, os autores buscam analisar as contribuições das pesquisas concluídas no âmbito do PPGPSI-UFSJ para os estudos sobre as relações do homem com a sociedade, com as instituições e com os processos de saúde e sofrimento; e refletir sobre novas possibilidades de investigações e novos modos de conduzir o trabalho de pesquisa para fins de ampliação e aprofundamento do conhecimento produzido.
DOAJ (DOAJ: Directory of Open Access Journals), 2006
ABSTRACT This study investigates the reading strategies that are used by individuals with Down sy... more ABSTRACT This study investigates the reading strategies that are used by individuals with Down syndrome when they begin to learn to read Portuguese. Individuals with Down syndrome who knew or did not know the name of the letters learned to read two types of simplified spellings: phonetic spellings in which the letters corresponded to sounds in the pronunciation of words (e.g., BTRA for beterraba 'beet'), and visual spellings in which the letters bore no relationship to sounds in the pronunciation of words, but which were visually more outstanding (e.g., UQLG for detetive 'detective'). Results questioned the view that individuals with Down syndrome learn to read visually. The individuals who did not know the name of the letters found both type of spellings very difficult. In contrast, the individuals who knew the name of the letters learned the phonetic spellings more easily than the visual spellings.
Before children are able to invent phonologically plausible spellings of words, they may produce ... more Before children are able to invent phonologically plausible spellings of words, they may produce strings of letters that do not seem to be motivated by the sounds in words. To examine the nature of these prephonological spellings and their relationship to later literacy performance, we administered a test in which children spelled a series of words using preformed letters, together with other literacy-related tests, to 106 U.S. 3- to 5-year-olds who had not received formal literacy instruction. We then followed the children into the first years of school, administering standardized spelling and word reading tests yearly for the subsequent 3 years. We used quantitative procedures to identify children who were prephonological spellers at Time 1. Although these children did not use phonologically plausible letters at a rate above that expected by chance, their spellings demonstrated some knowledge about common letters and digrams-graphotactic knowledge. The prephonological spellers also showed some knowledge of the alphabet and some phonological awareness, indicating that these skills do not suffice for phonological spelling. Children who were prephonological spellers at Time 1 were poorer readers and spellers at the later testing points, on average, than children who were not. This result reveals the continuity between children's early spelling attempts and their later literacy skills and the importance of phonology in spelling. We did not find, as Kessler et al. [Journal of Learning Disabilities (2013), Vol. 46, pp. 252-259] did in a study where children wrote words by hand, that better graphotactic knowledge among prephonological spellers is associated with better spelling during later years.
Learning about the letter name 2 To examine the factors that affect the learning of letter names,... more Learning about the letter name 2 To examine the factors that affect the learning of letter names, an important foundation for literacy, we asked 318 U.S. and 369 Brazilian preschoolers to identify each uppercase letter. Similarity of letter shape was the major determinant of confusion errors in both countries, and children were especially likely to interchange letters that were similar in shape as well as name. Errors were also affected by letter frequency, both general frequency and occurrence of letters in children’s own names. Differences in letter names and letter frequencies between English and Portuguese led to certain differences in the patterns of performance for children in the two countries. Other differences appeared to reflect U.S. children’s greater familiarity with the conventional order of the alphabet. Boys were overrepresented at the low end of the continuum of letter name knowledge, suggesting that some boys begin formal reading instruction lacking important founda...
Two studies examined children’s use of letter-name spelling strategies when target phoneme sequen... more Two studies examined children’s use of letter-name spelling strategies when target phoneme sequences match letter names with different degrees of precision. We examined Portuguese-speaking preschool-ers ’ use of h (which is named /a"ga / but which never represents those sounds) when spelling words beginning with /ga / or variants of /ga/. We also looked at use of q (named /ke/) when spelling /ke / and /ge/. Children sometimes used h for stimuli beginning with /ga / and /ka/, and q when spelling words and nonwords beginning with /ke / and /ge/; they did not use these letters when stimuli began with other sequences. Thus, their spellings evinced use of letter-name matches primarily when consonant–vowel sequences matched, such that vowels must be exact but consonants could differ in voicing from the target phoneme. In the United States, Brazil, and many other countries, children often learn the names of the letters of the alphabet from an early age. For example, in a recent study ...
Rapid automatized naming (RAN) is a strong predictor of reading across languages. However, it rem... more Rapid automatized naming (RAN) is a strong predictor of reading across languages. However, it remains unclear if the effects of RAN in first language (L1) transfer to reading in second language (L2) and if the results vary as a function of the orthographic proximity of L1–L2. To fill this gap in the literature, we examined the role of RAN in reading accuracy and fluency in eight languages representing different writing systems. Seven hundred and thirty-five university students (85 Chinese-, 84 Japanese-, 100 Kannada-, 40 Oriya-, 115 English-, 115 Arabic-, 105 Portuguese-, and 91 Spanish-speaking) participated in our study. They were assessed on RAN (Digits and Objects) and reading (accuracy and fluency) in both L1 and L2 (English). Results of hierarchical regression analyses showed significant effects of L1 RAN on L2 reading accuracy in the Chinese-, Portuguese-, and Spanish-speaking groups. In addition, L2 RAN was a significant predictor of reading fluency in L1 in the same language groups. No cross-language transfer was observed in the other languages. These findings suggest first that L1 and L2 RAN capture similar processes and controlling for one does not leave unique variance for the other to explain. Second, to the extent there is cross-language transfer of RAN skills, this appears to be independent of the orthographic proximity of the languages.
CHAPTER NINE Three Perspectives on Spelling Development Tatiana Cury Pollo Rebecca Treiman Brett ... more CHAPTER NINE Three Perspectives on Spelling Development Tatiana Cury Pollo Rebecca Treiman Brett Kessler ... of languages other than English; among the exceptions are Ziegler, Jacobs, and Stone ... patterns that are based on the statistics of the language (Hayes, Treiman, & ...
The purpose of this paper is to present the concept of knowledge as proposed by the epistemologis... more The purpose of this paper is to present the concept of knowledge as proposed by the epistemologist Michael Polanyi, explaining concepts such as tacit knowledge, meaning and dwelling. According to the author, every process of knowledge always involves a tacit dimension, which goes beyond what can be explained by words. The work was divided into sub parts with the aim of facilitating the comprehension of the specific elements contemplated by Polanyi for the understanding of what is to
Aprender a ler e a escrever está entre os maiores desafios de uma criança. Um componente importan... more Aprender a ler e a escrever está entre os maiores desafios de uma criança. Um componente importante da alfabetização é a escrita. Apesar do aumento de interesse pela escrita nos últimos anos, seu estudo ainda não atrai tanta atenção quanto o da leitura. Este artigo revisa três perspectivas no estudo do desenvolvimento da escrita: fonológica, cons-trutivista e da aprendizagem estatística. Atenção especial é dada aos estudos que examinam o desenvolvimento da escrita de forma translinguística, já que são cruciais para diferenciar as propriedades do desenvolvimento da escrita que são universais, daquelas que são específicas ao sistema de escrita da criança. As tradicionais perspectivas fonológicas e construtivistas são revisadas e criticamente avaliadas sob a perspectiva da aprendizagem estatística, mediante a revisão de seus conceitos fundamentais, com base estudos recentes que corroboram algumas de suas premissas.
Young Portuguese-speaking children have been reported to produce more vowel-and syllable oriented... more Young Portuguese-speaking children have been reported to produce more vowel-and syllable oriented spellings than have English speakers. To investigate the extent and source of such differences, we analyzed children's vocabulary and found that Portuguese words have more vowel letter names and a higher vowel–consonant ratio than do English words. In a spelling experiment, we found that Portuguese speakers used more vowels, but did not produce more syllabic spellings, than did English speakers. The differences that we observed are attributable to quantitative differences in the languages and their writing and letter name systems. They do not support the widespread idea that speakers of Romance languages pass through an additional, syllabic, stage of development.
Learning the orthographic forms of words is important for both spelling and reading. To determine... more Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children's early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (mean age 6 years, 2 months) and a standardized spelling test approximately two years later. Surprisingly, scoring methods that took account of phonological plausibility did not outperform methods that were based only on orthographic correctness. The scoring method that is most widely used in research with young children, which allots a certain number of points to each word and which considers both orthographic and phonological plausibility, did not rise to the top as a predictor. Prediction of Grade 2 spelling performance was improved to a small extent by considering children's tendency to reverse letters in kindergarten.
Neste livro, os autores buscam analisar as contribuições das pesquisas concluídas no âmbito do PP... more Neste livro, os autores buscam analisar as contribuições das pesquisas concluídas no âmbito do PPGPSI-UFSJ para os estudos sobre as relações do homem com a sociedade, com as instituições e com os processos de saúde e sofrimento; e refletir sobre novas possibilidades de investigações e novos modos de conduzir o trabalho de pesquisa para fins de ampliação e aprofundamento do conhecimento produzido.
DOAJ (DOAJ: Directory of Open Access Journals), 2006
ABSTRACT This study investigates the reading strategies that are used by individuals with Down sy... more ABSTRACT This study investigates the reading strategies that are used by individuals with Down syndrome when they begin to learn to read Portuguese. Individuals with Down syndrome who knew or did not know the name of the letters learned to read two types of simplified spellings: phonetic spellings in which the letters corresponded to sounds in the pronunciation of words (e.g., BTRA for beterraba 'beet'), and visual spellings in which the letters bore no relationship to sounds in the pronunciation of words, but which were visually more outstanding (e.g., UQLG for detetive 'detective'). Results questioned the view that individuals with Down syndrome learn to read visually. The individuals who did not know the name of the letters found both type of spellings very difficult. In contrast, the individuals who knew the name of the letters learned the phonetic spellings more easily than the visual spellings.
Before children are able to invent phonologically plausible spellings of words, they may produce ... more Before children are able to invent phonologically plausible spellings of words, they may produce strings of letters that do not seem to be motivated by the sounds in words. To examine the nature of these prephonological spellings and their relationship to later literacy performance, we administered a test in which children spelled a series of words using preformed letters, together with other literacy-related tests, to 106 U.S. 3- to 5-year-olds who had not received formal literacy instruction. We then followed the children into the first years of school, administering standardized spelling and word reading tests yearly for the subsequent 3 years. We used quantitative procedures to identify children who were prephonological spellers at Time 1. Although these children did not use phonologically plausible letters at a rate above that expected by chance, their spellings demonstrated some knowledge about common letters and digrams-graphotactic knowledge. The prephonological spellers also showed some knowledge of the alphabet and some phonological awareness, indicating that these skills do not suffice for phonological spelling. Children who were prephonological spellers at Time 1 were poorer readers and spellers at the later testing points, on average, than children who were not. This result reveals the continuity between children's early spelling attempts and their later literacy skills and the importance of phonology in spelling. We did not find, as Kessler et al. [Journal of Learning Disabilities (2013), Vol. 46, pp. 252-259] did in a study where children wrote words by hand, that better graphotactic knowledge among prephonological spellers is associated with better spelling during later years.
Learning about the letter name 2 To examine the factors that affect the learning of letter names,... more Learning about the letter name 2 To examine the factors that affect the learning of letter names, an important foundation for literacy, we asked 318 U.S. and 369 Brazilian preschoolers to identify each uppercase letter. Similarity of letter shape was the major determinant of confusion errors in both countries, and children were especially likely to interchange letters that were similar in shape as well as name. Errors were also affected by letter frequency, both general frequency and occurrence of letters in children’s own names. Differences in letter names and letter frequencies between English and Portuguese led to certain differences in the patterns of performance for children in the two countries. Other differences appeared to reflect U.S. children’s greater familiarity with the conventional order of the alphabet. Boys were overrepresented at the low end of the continuum of letter name knowledge, suggesting that some boys begin formal reading instruction lacking important founda...
Two studies examined children’s use of letter-name spelling strategies when target phoneme sequen... more Two studies examined children’s use of letter-name spelling strategies when target phoneme sequences match letter names with different degrees of precision. We examined Portuguese-speaking preschool-ers ’ use of h (which is named /a"ga / but which never represents those sounds) when spelling words beginning with /ga / or variants of /ga/. We also looked at use of q (named /ke/) when spelling /ke / and /ge/. Children sometimes used h for stimuli beginning with /ga / and /ka/, and q when spelling words and nonwords beginning with /ke / and /ge/; they did not use these letters when stimuli began with other sequences. Thus, their spellings evinced use of letter-name matches primarily when consonant–vowel sequences matched, such that vowels must be exact but consonants could differ in voicing from the target phoneme. In the United States, Brazil, and many other countries, children often learn the names of the letters of the alphabet from an early age. For example, in a recent study ...
Rapid automatized naming (RAN) is a strong predictor of reading across languages. However, it rem... more Rapid automatized naming (RAN) is a strong predictor of reading across languages. However, it remains unclear if the effects of RAN in first language (L1) transfer to reading in second language (L2) and if the results vary as a function of the orthographic proximity of L1–L2. To fill this gap in the literature, we examined the role of RAN in reading accuracy and fluency in eight languages representing different writing systems. Seven hundred and thirty-five university students (85 Chinese-, 84 Japanese-, 100 Kannada-, 40 Oriya-, 115 English-, 115 Arabic-, 105 Portuguese-, and 91 Spanish-speaking) participated in our study. They were assessed on RAN (Digits and Objects) and reading (accuracy and fluency) in both L1 and L2 (English). Results of hierarchical regression analyses showed significant effects of L1 RAN on L2 reading accuracy in the Chinese-, Portuguese-, and Spanish-speaking groups. In addition, L2 RAN was a significant predictor of reading fluency in L1 in the same language groups. No cross-language transfer was observed in the other languages. These findings suggest first that L1 and L2 RAN capture similar processes and controlling for one does not leave unique variance for the other to explain. Second, to the extent there is cross-language transfer of RAN skills, this appears to be independent of the orthographic proximity of the languages.
CHAPTER NINE Three Perspectives on Spelling Development Tatiana Cury Pollo Rebecca Treiman Brett ... more CHAPTER NINE Three Perspectives on Spelling Development Tatiana Cury Pollo Rebecca Treiman Brett Kessler ... of languages other than English; among the exceptions are Ziegler, Jacobs, and Stone ... patterns that are based on the statistics of the language (Hayes, Treiman, & ...
The purpose of this paper is to present the concept of knowledge as proposed by the epistemologis... more The purpose of this paper is to present the concept of knowledge as proposed by the epistemologist Michael Polanyi, explaining concepts such as tacit knowledge, meaning and dwelling. According to the author, every process of knowledge always involves a tacit dimension, which goes beyond what can be explained by words. The work was divided into sub parts with the aim of facilitating the comprehension of the specific elements contemplated by Polanyi for the understanding of what is to
Aprender a ler e a escrever está entre os maiores desafios de uma criança. Um componente importan... more Aprender a ler e a escrever está entre os maiores desafios de uma criança. Um componente importante da alfabetização é a escrita. Apesar do aumento de interesse pela escrita nos últimos anos, seu estudo ainda não atrai tanta atenção quanto o da leitura. Este artigo revisa três perspectivas no estudo do desenvolvimento da escrita: fonológica, cons-trutivista e da aprendizagem estatística. Atenção especial é dada aos estudos que examinam o desenvolvimento da escrita de forma translinguística, já que são cruciais para diferenciar as propriedades do desenvolvimento da escrita que são universais, daquelas que são específicas ao sistema de escrita da criança. As tradicionais perspectivas fonológicas e construtivistas são revisadas e criticamente avaliadas sob a perspectiva da aprendizagem estatística, mediante a revisão de seus conceitos fundamentais, com base estudos recentes que corroboram algumas de suas premissas.
Young Portuguese-speaking children have been reported to produce more vowel-and syllable oriented... more Young Portuguese-speaking children have been reported to produce more vowel-and syllable oriented spellings than have English speakers. To investigate the extent and source of such differences, we analyzed children's vocabulary and found that Portuguese words have more vowel letter names and a higher vowel–consonant ratio than do English words. In a spelling experiment, we found that Portuguese speakers used more vowels, but did not produce more syllabic spellings, than did English speakers. The differences that we observed are attributable to quantitative differences in the languages and their writing and letter name systems. They do not support the widespread idea that speakers of Romance languages pass through an additional, syllabic, stage of development.
Learning the orthographic forms of words is important for both spelling and reading. To determine... more Learning the orthographic forms of words is important for both spelling and reading. To determine whether some methods of scoring children's early spellings predict later spelling performance better than do other methods, we analyzed data from 374 U.S. and Australian children who took a 10-word spelling test at the end of kindergarten (mean age 6 years, 2 months) and a standardized spelling test approximately two years later. Surprisingly, scoring methods that took account of phonological plausibility did not outperform methods that were based only on orthographic correctness. The scoring method that is most widely used in research with young children, which allots a certain number of points to each word and which considers both orthographic and phonological plausibility, did not rise to the top as a predictor. Prediction of Grade 2 spelling performance was improved to a small extent by considering children's tendency to reverse letters in kindergarten.
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