Objetivo de leitura e processo de compreensão leitora
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | http://tede2.pucrs.br/tede2/handle/tede/7886 |
Resumo: | This master's thesis aims to contribute to the psycholinguistic studies regarding the relationship between the reading objective and the process of reading comprehension, investigating how the reading comprehension process of high school students varies as their learning objectives are also changed. Associated with other reading variables, such as the reader's previous knowledge and the properties of the read text, the reading objectives are responsible for conducting the comprehension process. In this way, the characteristics of this process are evidenced (Kato, 1999; Giasson, 2000; Solé, 1998; Smith, 2003), being understood as an important cognitive activity that includes comprehension, reading procedures, strategies of reading and linguistic awareness. The sample of the study was composed of 91 subjects (1st year high school students) from a public school in Porto Alegre. A single text was selected - from which a survey of students' previous knowledge regarding their subject was carried out - and three different tasks were suggested for students before reading (a task for each group of students). Each group then had a different reading objective to be achieved (group 1/ reading objective 1: produce a summary, group 2/reading objective 2: searching a specific information, group 3/reading objective 3: proposing solutions to the problems exposed in the text). Soon after, the students responded to a verbal protocol through which they explained the procedures they performed to develop the task and expressed their level of linguistic awareness about the activity performed. Thus, the changes that occurred during this process due to the different objectives could be verified through the explanations given by the subjects. The results showed: positive correlation between previous knowledge and reading comprehension in all reading objectives; comprehension by reading the full text in objectives 1, 2 and 3; help of re-reading the text in the understanding in objective 2 (inverse in objective 3); assistance of support in various segments of the text in the understanding in objective 1 (inverse in objectives 2 and 3); positive correlation between comprehension and linguistic awareness in all reading objectives. These results confirm that the reading objectives influence the comprehension process as they show that different procedures were adopted for each objective, as well as contributing in different ways to the comprehension. |
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Pereira, Vera Wannmacherhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783338H0http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8133781U5Borges, Caroline Bernardes2018-03-16T12:13:38Z2018-01-11http://tede2.pucrs.br/tede2/handle/tede/7886This master's thesis aims to contribute to the psycholinguistic studies regarding the relationship between the reading objective and the process of reading comprehension, investigating how the reading comprehension process of high school students varies as their learning objectives are also changed. Associated with other reading variables, such as the reader's previous knowledge and the properties of the read text, the reading objectives are responsible for conducting the comprehension process. In this way, the characteristics of this process are evidenced (Kato, 1999; Giasson, 2000; Solé, 1998; Smith, 2003), being understood as an important cognitive activity that includes comprehension, reading procedures, strategies of reading and linguistic awareness. The sample of the study was composed of 91 subjects (1st year high school students) from a public school in Porto Alegre. A single text was selected - from which a survey of students' previous knowledge regarding their subject was carried out - and three different tasks were suggested for students before reading (a task for each group of students). Each group then had a different reading objective to be achieved (group 1/ reading objective 1: produce a summary, group 2/reading objective 2: searching a specific information, group 3/reading objective 3: proposing solutions to the problems exposed in the text). Soon after, the students responded to a verbal protocol through which they explained the procedures they performed to develop the task and expressed their level of linguistic awareness about the activity performed. Thus, the changes that occurred during this process due to the different objectives could be verified through the explanations given by the subjects. The results showed: positive correlation between previous knowledge and reading comprehension in all reading objectives; comprehension by reading the full text in objectives 1, 2 and 3; help of re-reading the text in the understanding in objective 2 (inverse in objective 3); assistance of support in various segments of the text in the understanding in objective 1 (inverse in objectives 2 and 3); positive correlation between comprehension and linguistic awareness in all reading objectives. These results confirm that the reading objectives influence the comprehension process as they show that different procedures were adopted for each objective, as well as contributing in different ways to the comprehension.Esta dissertação de mestrado tem como objetivo geral contribuir para os estudos psicolinguísticos no que se refere à relação entre o objetivo de leitura e o processo de compreensão leitora, investigando como o processo de compreensão leitora de alunos de Ensino Médio varia à medida que seus objetivos de leitura também são alterados. Associados a outras variáveis de leitura, tais como os conhecimentos prévios do leitor e as propriedades do texto lido, os objetivos de leitura são responsáveis pela condução do processo de compreensão. Diante disso, é necessário que as características desse processo sejam evidenciadas (Kato, 1999; Giasson, 2000; Solé, 1998; Smith, 2003), sendo entendido como uma importante atividade cognitiva que abrange a própria compreensão, os procedimentos de leitura, as estratégias de leitura e a consciência linguística. Constituíram a amostra da pesquisa 91 sujeitos (alunos de 1° ano de Ensino Médio) de uma escola pública estadual de Porto Alegre. Um único texto foi selecionado – a partir do qual foi realizado um levantamento dos conhecimentos prévios dos alunos em relação ao seu tema – e três tarefas diferentes foram sugeridas para os alunos antes da leitura (uma tarefa para cada grupo de alunos). Cada grupo, então, tinha um objetivo de leitura diferente a ser alcançado (grupo 1/objetivo de leitura 1: elaborar um resumo; grupo 2/objetivo de leitura 2: buscar uma informação específica; grupo 3/objetivo de leitura 3: propor soluções para os problemas abordados no texto). Logo após, os alunos responderam a um protocolo verbal através do qual explicaram os procedimentos que realizaram para desenvolver a tarefa e expressaram seu nível de consciência linguística sobre a atividade realizada. Assim, as alterações que ocorreram durante esse processo em virtude dos objetivos distintos puderam ser verificadas através das explicações dadas pelos sujeitos. Os resultados mostraram: correlação positiva entre conhecimentos prévios e compreensão leitora em todos os objetivos de leitura; benefício da compreensão pela leitura do texto completo nos objetivos 1, 2 e 3; auxílio da releitura do texto na compreensão no objetivo 2 (inverso no objetivo 3); auxílio do apoio em vários segmentos do texto na compreensão no objetivo 1 (inverso nos objetivos 2 e 3); correlação positiva entre compreensão e consciência linguística em todos os objetivos de leitura. Tais resultados confirmam que os objetivos de leitura influenciam no processo de compreensão à medida que mostram que diferentes procedimentos foram adotados para cada objetivo, assim como contribuíram de formas diferentes para a compreensão.Submitted by PPG Letras (letraspg@pucrs.br) on 2018-03-12T12:57:51Z No. of bitstreams: 1 Dissertação_Caroline Borges.pdf: 1554644 bytes, checksum: c645f4989ffd1294a82e958c56660ee0 (MD5)Approved for entry into archive by Tatiana Lopes (tatiana.lopes@pucrs.br) on 2018-03-16T12:08:07Z (GMT) No. of bitstreams: 1 Dissertação_Caroline Borges.pdf: 1554644 bytes, checksum: c645f4989ffd1294a82e958c56660ee0 (MD5)Made available in DSpace on 2018-03-16T12:13:38Z (GMT). No. of bitstreams: 1 Dissertação_Caroline Borges.pdf: 1554644 bytes, checksum: c645f4989ffd1294a82e958c56660ee0 (MD5) Previous issue date: 2018-01-11Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/171147/Disserta%c3%a7%c3%a3o_Caroline%20Borges.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em LetrasPUCRSBrasilEscola de HumanidadesLeituraObjetivo de LeituraProcesso de Compreensão LeitoraLINGUISTICA, LETRAS E ARTES::LETRASObjetivo de leitura e processo de compreensão leitorainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTrabalho não apresenta restrição para publicação8447345070736321569500500500600-6557531471218110192-54094192628864980882075167498588264571info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILDissertação_Caroline Borges.pdf.jpgDissertação_Caroline Borges.pdf.jpgimage/jpeg5386http://tede2.pucrs.br/tede2/bitstream/tede/7886/4/Disserta%C3%A7%C3%A3o_Caroline+Borges.pdf.jpg7abdfb646f800d40d2e1f5fe5597f0c5MD54TEXTDissertação_Caroline Borges.pdf.txtDissertação_Caroline Borges.pdf.txttext/plain262163http://tede2.pucrs.br/tede2/bitstream/tede/7886/3/Disserta%C3%A7%C3%A3o_Caroline+Borges.pdf.txtf767fa023e8da8aff29bf6db42a5a51eMD53ORIGINALDissertação_Caroline Borges.pdfDissertação_Caroline Borges.pdfapplication/pdf1554644http://tede2.pucrs.br/tede2/bitstream/tede/7886/2/Disserta%C3%A7%C3%A3o_Caroline+Borges.pdfc645f4989ffd1294a82e958c56660ee0MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8610http://tede2.pucrs.br/tede2/bitstream/tede/7886/1/license.txt5a9d6006225b368ef605ba16b4f6d1beMD51tede/78862018-03-16 12:01:20.149oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2018-03-16T15:01:20Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Objetivo de leitura e processo de compreensão leitora |
title |
Objetivo de leitura e processo de compreensão leitora |
spellingShingle |
Objetivo de leitura e processo de compreensão leitora Borges, Caroline Bernardes Leitura Objetivo de Leitura Processo de Compreensão Leitora LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Objetivo de leitura e processo de compreensão leitora |
title_full |
Objetivo de leitura e processo de compreensão leitora |
title_fullStr |
Objetivo de leitura e processo de compreensão leitora |
title_full_unstemmed |
Objetivo de leitura e processo de compreensão leitora |
title_sort |
Objetivo de leitura e processo de compreensão leitora |
author |
Borges, Caroline Bernardes |
author_facet |
Borges, Caroline Bernardes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Pereira, Vera Wannmacher |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783338H0 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8133781U5 |
dc.contributor.author.fl_str_mv |
Borges, Caroline Bernardes |
contributor_str_mv |
Pereira, Vera Wannmacher |
dc.subject.por.fl_str_mv |
Leitura Objetivo de Leitura Processo de Compreensão Leitora |
topic |
Leitura Objetivo de Leitura Processo de Compreensão Leitora LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
This master's thesis aims to contribute to the psycholinguistic studies regarding the relationship between the reading objective and the process of reading comprehension, investigating how the reading comprehension process of high school students varies as their learning objectives are also changed. Associated with other reading variables, such as the reader's previous knowledge and the properties of the read text, the reading objectives are responsible for conducting the comprehension process. In this way, the characteristics of this process are evidenced (Kato, 1999; Giasson, 2000; Solé, 1998; Smith, 2003), being understood as an important cognitive activity that includes comprehension, reading procedures, strategies of reading and linguistic awareness. The sample of the study was composed of 91 subjects (1st year high school students) from a public school in Porto Alegre. A single text was selected - from which a survey of students' previous knowledge regarding their subject was carried out - and three different tasks were suggested for students before reading (a task for each group of students). Each group then had a different reading objective to be achieved (group 1/ reading objective 1: produce a summary, group 2/reading objective 2: searching a specific information, group 3/reading objective 3: proposing solutions to the problems exposed in the text). Soon after, the students responded to a verbal protocol through which they explained the procedures they performed to develop the task and expressed their level of linguistic awareness about the activity performed. Thus, the changes that occurred during this process due to the different objectives could be verified through the explanations given by the subjects. The results showed: positive correlation between previous knowledge and reading comprehension in all reading objectives; comprehension by reading the full text in objectives 1, 2 and 3; help of re-reading the text in the understanding in objective 2 (inverse in objective 3); assistance of support in various segments of the text in the understanding in objective 1 (inverse in objectives 2 and 3); positive correlation between comprehension and linguistic awareness in all reading objectives. These results confirm that the reading objectives influence the comprehension process as they show that different procedures were adopted for each objective, as well as contributing in different ways to the comprehension. |
publishDate |
2018 |
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Escola de Humanidades |
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