Word segmentation in children’s literacy: a study about word awareness

Detalhes bibliográficos
Autor(a) principal: Marques, Débora Mattos
Data de Publicação: 2016
Outros Autores: Lorandi, Aline
Tipo de documento: Artigo
Idioma: por
Título da fonte: Signo (Santa Cruz do Sul. Online)
Texto Completo: https://online.unisc.br/seer/index.php/signo/article/view/7243
Resumo: The present research aimed to investigate how linguistic awareness regarding the concept of “word” may influence some mistakes on segmenting words in children’s writing in the Elementary School. The observed data comprised those of hyper and hyposegmentation which were then related to word awareness. For the analysis of linguistic awareness data, the Representational Redescription, proposed by Karmillof-Smith (1986-1992), has been used. It postulates four levels where knowledge is redescribed in the human mind, becoming accessible for awareness and verbalization along with the time. The research methodology consisted of six tests, out of which four were applied in order to verify word awareness, and, the other two tests, to obtain samples of writing data. Thus, it was noticed that a great part of the segmentation mistakes identified in the collected writings are related to the informants' ability to distinguish between different words until the moment they were observed. As a result, the uncommon segmentation mistakes found in the analyzed data evidenced that not only are they motivated by prosodic or phonological matters, but they are also influenced by linguistic awareness issues involving the informants’ understanding of word.
id UNISC-3_c1ddebef75fe18f93d8238b11cd91cd9
oai_identifier_str oai:ojs.online.unisc.br:article/7243
network_acronym_str UNISC-3
network_name_str Signo (Santa Cruz do Sul. Online)
repository_id_str
spelling Word segmentation in children’s literacy: a study about word awarenessSegmentação de palavras na alfabetização de crianças: um estudo sobre consciência de palavraConsciência de palavra. Hipersegmentação. Hipossegmentaçãomodelo de Redescrição Representacional.Word Awareness. Hypersegmentation. Hyposegmentation.Representational Redescription Model.The present research aimed to investigate how linguistic awareness regarding the concept of “word” may influence some mistakes on segmenting words in children’s writing in the Elementary School. The observed data comprised those of hyper and hyposegmentation which were then related to word awareness. For the analysis of linguistic awareness data, the Representational Redescription, proposed by Karmillof-Smith (1986-1992), has been used. It postulates four levels where knowledge is redescribed in the human mind, becoming accessible for awareness and verbalization along with the time. The research methodology consisted of six tests, out of which four were applied in order to verify word awareness, and, the other two tests, to obtain samples of writing data. Thus, it was noticed that a great part of the segmentation mistakes identified in the collected writings are related to the informants' ability to distinguish between different words until the moment they were observed. As a result, the uncommon segmentation mistakes found in the analyzed data evidenced that not only are they motivated by prosodic or phonological matters, but they are also influenced by linguistic awareness issues involving the informants’ understanding of word.A presente pesquisa teve por objetivo investigar de que maneira a consciência linguística acerca do conceito de palavra pode influenciar as segmentações na escrita de crianças nos primeiros anos no Ensino Fundamental, observando, então, dados de hiper e hipossegmentação e relacionando-os com a consciência de palavra. Para análise dos dados de consciência linguística, utilizou-se o Modelo de Redescrição Representacional, de Karmilloff-Smith (1986, 1992), que postula quatro níveis em que o conhecimento é redescrito na mente humana, tornando-se, ao longo do tempo, acessível para consciência e verbalização. A metodologia de pesquisa consistiu em seis testes, sendo quatro para verificação nos níveis de consciência de palavra e dois para obtenção de dados de escrita. Na análise dos dados percebeu-se que grande parte dos equívocos segmentais na escrita tem relação com o entendimento que esse sujeito possui acerca do que é uma palavra. Como resultado, então, encontraram-se evidências de que as segmentações incomuns não são motivadas apenas por questões prosódicas ou fonológicas, mas também por questões de consciência linguística a respeito do que esse sujeito entende por palavra.Edunisc2016-10-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://online.unisc.br/seer/index.php/signo/article/view/724310.17058/signo.v41i71.7243Signo; v. 41 n. 71 (2016); 88-1001982-2014reponame:Signo (Santa Cruz do Sul. Online)instname:Universidade de Santa Cruz do Sul (UNISC)instacron:UNISCporhttps://online.unisc.br/seer/index.php/signo/article/view/7243/pdfCopyright (c) 2016 Signoinfo:eu-repo/semantics/openAccessMarques, Débora MattosLorandi, Aline2018-07-26T17:39:23Zoai:ojs.online.unisc.br:article/7243Revistahttp://online.unisc.br/seer/index.php/signohttp://online.unisc.br/seer/index.php/signo/oairgabriel@unisc.br||revistasigno.unisc@gmail.com1982-20140101-1812opendoar:2018-07-26T17:39:23Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)false
dc.title.none.fl_str_mv Word segmentation in children’s literacy: a study about word awareness
Segmentação de palavras na alfabetização de crianças: um estudo sobre consciência de palavra
title Word segmentation in children’s literacy: a study about word awareness
spellingShingle Word segmentation in children’s literacy: a study about word awareness
Marques, Débora Mattos
Consciência de palavra. Hipersegmentação. Hipossegmentação
modelo de Redescrição Representacional.
Word Awareness. Hypersegmentation. Hyposegmentation.Representational Redescription Model.
title_short Word segmentation in children’s literacy: a study about word awareness
title_full Word segmentation in children’s literacy: a study about word awareness
title_fullStr Word segmentation in children’s literacy: a study about word awareness
title_full_unstemmed Word segmentation in children’s literacy: a study about word awareness
title_sort Word segmentation in children’s literacy: a study about word awareness
author Marques, Débora Mattos
author_facet Marques, Débora Mattos
Lorandi, Aline
author_role author
author2 Lorandi, Aline
author2_role author
dc.contributor.author.fl_str_mv Marques, Débora Mattos
Lorandi, Aline
dc.subject.por.fl_str_mv Consciência de palavra. Hipersegmentação. Hipossegmentação
modelo de Redescrição Representacional.
Word Awareness. Hypersegmentation. Hyposegmentation.Representational Redescription Model.
topic Consciência de palavra. Hipersegmentação. Hipossegmentação
modelo de Redescrição Representacional.
Word Awareness. Hypersegmentation. Hyposegmentation.Representational Redescription Model.
description The present research aimed to investigate how linguistic awareness regarding the concept of “word” may influence some mistakes on segmenting words in children’s writing in the Elementary School. The observed data comprised those of hyper and hyposegmentation which were then related to word awareness. For the analysis of linguistic awareness data, the Representational Redescription, proposed by Karmillof-Smith (1986-1992), has been used. It postulates four levels where knowledge is redescribed in the human mind, becoming accessible for awareness and verbalization along with the time. The research methodology consisted of six tests, out of which four were applied in order to verify word awareness, and, the other two tests, to obtain samples of writing data. Thus, it was noticed that a great part of the segmentation mistakes identified in the collected writings are related to the informants' ability to distinguish between different words until the moment they were observed. As a result, the uncommon segmentation mistakes found in the analyzed data evidenced that not only are they motivated by prosodic or phonological matters, but they are also influenced by linguistic awareness issues involving the informants’ understanding of word.
publishDate 2016
dc.date.none.fl_str_mv 2016-10-17
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://online.unisc.br/seer/index.php/signo/article/view/7243
10.17058/signo.v41i71.7243
url https://online.unisc.br/seer/index.php/signo/article/view/7243
identifier_str_mv 10.17058/signo.v41i71.7243
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://online.unisc.br/seer/index.php/signo/article/view/7243/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2016 Signo
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Signo
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Edunisc
publisher.none.fl_str_mv Edunisc
dc.source.none.fl_str_mv Signo; v. 41 n. 71 (2016); 88-100
1982-2014
reponame:Signo (Santa Cruz do Sul. Online)
instname:Universidade de Santa Cruz do Sul (UNISC)
instacron:UNISC
instname_str Universidade de Santa Cruz do Sul (UNISC)
instacron_str UNISC
institution UNISC
reponame_str Signo (Santa Cruz do Sul. Online)
collection Signo (Santa Cruz do Sul. Online)
repository.name.fl_str_mv Signo (Santa Cruz do Sul. Online) - Universidade de Santa Cruz do Sul (UNISC)
repository.mail.fl_str_mv rgabriel@unisc.br||revistasigno.unisc@gmail.com
_version_ 1800218790226558976