Comprehension of texts of different types by children of Early Childhood Education
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | letrônica |
Texto Completo: | https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/38590 |
Resumo: | The study investigated the listening comprehension of narrative, expository and argumentative texts in children of Early Childhood Education. The objective was to examine whether the level of understanding would vary according to the type of text, and to identify the nature of the difficulties experienced by children in relation to the establishment of inferences in each of these texts. Thirty children (mean age of 5 years and 8 months) were asked to answer inferential questions (causal and state) about each of the texts that were read to them. It was found that the level of comprehension varied according to the texts, since the children were more likely to understand the narrative text than the other ones. On the other hand, children showed the same level of difficulty in the expository and argumentative text. The main difficulty identified was in relation to the understanding of the causal relations in the expository text. Educational implications are discussed to promote early interventions to develop listening comprehension of texts even before the child can read. This implication gives Early Childhood Education a relevant role in the development of language skills that are predictors of reading comprehension in subsequent school years. |
id |
PUC_RS-14_38c7ab4e2dfb3a4854d989d1d86fef2c |
---|---|
oai_identifier_str |
oai:ojs.revistaseletronicas.pucrs.br:article/38590 |
network_acronym_str |
PUC_RS-14 |
network_name_str |
letrônica |
repository_id_str |
|
spelling |
Comprehension of texts of different types by children of Early Childhood EducationCompreensão de textos de diferentes tipos por crianças da Educação InfantilListening comprehension of textsTextual typesInferencesEarly childhood educationCompreensão oral de textosTipos de textosInferênciasEducação infantilThe study investigated the listening comprehension of narrative, expository and argumentative texts in children of Early Childhood Education. The objective was to examine whether the level of understanding would vary according to the type of text, and to identify the nature of the difficulties experienced by children in relation to the establishment of inferences in each of these texts. Thirty children (mean age of 5 years and 8 months) were asked to answer inferential questions (causal and state) about each of the texts that were read to them. It was found that the level of comprehension varied according to the texts, since the children were more likely to understand the narrative text than the other ones. On the other hand, children showed the same level of difficulty in the expository and argumentative text. The main difficulty identified was in relation to the understanding of the causal relations in the expository text. Educational implications are discussed to promote early interventions to develop listening comprehension of texts even before the child can read. This implication gives Early Childhood Education a relevant role in the development of language skills that are predictors of reading comprehension in subsequent school years.O estudo investigou a compreensão oral de textos narrativos, expositivos e argumentativos em crianças da Educação Infantil. O objetivo principal foi examinar se o nível de compreensão variaria em função do tipo de texto e identificar a natureza das dificuldades experimentadas pelas crianças em relação ao estabelecimento de inferências em cada um desses textos. Trinta crianças (média de idade de 5 anos e 8 meses) foram solicitadas a responder perguntas de natureza inferencial (causal e estado) sobre cada um dos textos que lhe foram lidos. Verificou-se que o nível de compreensão variava em função dos textos, visto que as crianças tinham mais facilidade em compreender o texto narrativo que os demais textos. Por outro lado, apresentaram o mesmo nível de dificuldade no texto expositivo e argumentativo. A principal dificuldade identificada foi em relação à compreensão das relações de causalidade no texto expositivo. Implicações educacionais são discutidas no sentido de promover intervenções precoces para desenvolver a compreensão oral de textos antes mesmo que a criança saiba ler. Essa implicação confere à Educação Infantil papel relevante no desenvolvimento de habilidades linguísticas que são preditoras da compreensão leitora em anos escolares subsequentes.Editora da PUCRS - ediPUCRS2021-06-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/3859010.15448/1984-4301.2021.2.38590Letrônica; Vol. 14 No. 2 (2021): Reading and writing from a cognitive perspective: learning and teaching ; e38590Letrônica; v. 14 n. 2 (2021): Leitura e escrita em perspectiva cognitiva: aprendizado e ensino ; e385901984-430110.15448/1984-4301.2021.2reponame:letrônicainstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/38590/26834Copyright (c) 2021 Letrônicahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessQueiroz, Jacqueline Travassos de Spinillo, AlinaMelo, Lianny2021-08-10T19:07:03Zoai:ojs.revistaseletronicas.pucrs.br:article/38590Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/letronicaPRIhttps://revistaseletronicas.pucrs.br/ojs/index.php/letronica/oailetronica@pucrs.br||ivanetemileski@gmail.com1984-43011984-4301opendoar:2021-08-10T19:07:03letrônica - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.none.fl_str_mv |
Comprehension of texts of different types by children of Early Childhood Education Compreensão de textos de diferentes tipos por crianças da Educação Infantil |
title |
Comprehension of texts of different types by children of Early Childhood Education |
spellingShingle |
Comprehension of texts of different types by children of Early Childhood Education Queiroz, Jacqueline Travassos de Listening comprehension of texts Textual types Inferences Early childhood education Compreensão oral de textos Tipos de textos Inferências Educação infantil |
title_short |
Comprehension of texts of different types by children of Early Childhood Education |
title_full |
Comprehension of texts of different types by children of Early Childhood Education |
title_fullStr |
Comprehension of texts of different types by children of Early Childhood Education |
title_full_unstemmed |
Comprehension of texts of different types by children of Early Childhood Education |
title_sort |
Comprehension of texts of different types by children of Early Childhood Education |
author |
Queiroz, Jacqueline Travassos de |
author_facet |
Queiroz, Jacqueline Travassos de Spinillo, Alina Melo, Lianny |
author_role |
author |
author2 |
Spinillo, Alina Melo, Lianny |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Queiroz, Jacqueline Travassos de Spinillo, Alina Melo, Lianny |
dc.subject.por.fl_str_mv |
Listening comprehension of texts Textual types Inferences Early childhood education Compreensão oral de textos Tipos de textos Inferências Educação infantil |
topic |
Listening comprehension of texts Textual types Inferences Early childhood education Compreensão oral de textos Tipos de textos Inferências Educação infantil |
description |
The study investigated the listening comprehension of narrative, expository and argumentative texts in children of Early Childhood Education. The objective was to examine whether the level of understanding would vary according to the type of text, and to identify the nature of the difficulties experienced by children in relation to the establishment of inferences in each of these texts. Thirty children (mean age of 5 years and 8 months) were asked to answer inferential questions (causal and state) about each of the texts that were read to them. It was found that the level of comprehension varied according to the texts, since the children were more likely to understand the narrative text than the other ones. On the other hand, children showed the same level of difficulty in the expository and argumentative text. The main difficulty identified was in relation to the understanding of the causal relations in the expository text. Educational implications are discussed to promote early interventions to develop listening comprehension of texts even before the child can read. This implication gives Early Childhood Education a relevant role in the development of language skills that are predictors of reading comprehension in subsequent school years. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-10 |
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://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/38590 10.15448/1984-4301.2021.2.38590 |
url |
https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/38590 |
identifier_str_mv |
10.15448/1984-4301.2021.2.38590 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/letronica/article/view/38590/26834 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Letrônica http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Letrônica http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
dc.source.none.fl_str_mv |
Letrônica; Vol. 14 No. 2 (2021): Reading and writing from a cognitive perspective: learning and teaching ; e38590 Letrônica; v. 14 n. 2 (2021): Leitura e escrita em perspectiva cognitiva: aprendizado e ensino ; e38590 1984-4301 10.15448/1984-4301.2021.2 reponame:letrônica instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
letrônica |
collection |
letrônica |
repository.name.fl_str_mv |
letrônica - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
letronica@pucrs.br||ivanetemileski@gmail.com |
_version_ |
1799128599924572160 |