O INSTRUMENTO RECONTO ORAL E SUA INFLUÊNCIA NA AVALIAÇÃO DA COMPREENSÃO LEITORA
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNICENTRO |
Texto Completo: | http://tede.unicentro.br:8080/jspui/handle/jspui/2047 |
Resumo: | Comprehension is undoubtedly the inherent objective in any reading activity; it involves processes that relate linguistic, psycho cognitive, and psychosocial knowledge with influential factors in reading comprehension (SIQUEIRA; ZIMMER, 2006; KLEIMAN, 2008; GIRALDELLO, 2016). In this research, linguistic competence, prior knowledge, knowledge of different textual types, reading strategies, motivation, working memory, and inferences were selected as influential factors for understanding. Considering the processes and factors that influence reading comprehension and its evaluation possibilities, the objective of this study was to investigate how Oral Retelling is used to assess reading comprehension at national and international contexts of research, having as theoretical support the areas of psycholinguistics, linguistics, and cognitive psychology. To achieve this objective, studies conducted within the 2012-2022 period published in national and international journals stratified as A1, A2, B1, and B2 in the Brazilian ranking system Qualis Capes, in the Language/Linguistics, Education and Psychology areas were used as data sources. A bibliographic review was carried out based on the Content Analysis method by Bardin (2016). Eight studies were selected for qualitative analysis. The analysis considered the ways Oral Retelling was used (alone or combined with other instruments), the textual types (narrative, expository), the relationship of the comprehension factors considered for analysis, the age range and education level of the participants, and the observation of factors and processes related to reading comprehension. In the selected articles, Oral Retelling was often used with other assessment instruments, such as questionnaires and comprehension tests. The retellings were recorded and transcribed for later analysis and categorized by rubrics and classification scores. The most prominent comprehension factors that were revealed in the studies were the linguistic competence, the prior knowledge, and the use of working memory. Oral retelling was mostly used with 6- to 10-year-old participants, which comprises the Elementary School level. It was possible to note that oral retelling proved to be a versatile and reliable instrument in the assessment of reading comprehension. |
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Baretta, Lucianehttp://lattes.cnpq.br/6952747443477278009.535.119-10http://lattes.cnpq.br/8372556234372616SILVA, GISELI CORDEIRO DA2023-05-02T12:26:02Z2023-03-30SILVA, GISELI CORDEIRO DA. O INSTRUMENTO RECONTO ORAL E SUA INFLUÊNCIA NA AVALIAÇÃO DA COMPREENSÃO LEITORA. 2023. 120 f. Dissertação (Programa de Pós-Graduação em Letras - Mestrado) - Universidade Estadual do Centro-Oeste, Guarapuava.http://tede.unicentro.br:8080/jspui/handle/jspui/2047Comprehension is undoubtedly the inherent objective in any reading activity; it involves processes that relate linguistic, psycho cognitive, and psychosocial knowledge with influential factors in reading comprehension (SIQUEIRA; ZIMMER, 2006; KLEIMAN, 2008; GIRALDELLO, 2016). In this research, linguistic competence, prior knowledge, knowledge of different textual types, reading strategies, motivation, working memory, and inferences were selected as influential factors for understanding. Considering the processes and factors that influence reading comprehension and its evaluation possibilities, the objective of this study was to investigate how Oral Retelling is used to assess reading comprehension at national and international contexts of research, having as theoretical support the areas of psycholinguistics, linguistics, and cognitive psychology. To achieve this objective, studies conducted within the 2012-2022 period published in national and international journals stratified as A1, A2, B1, and B2 in the Brazilian ranking system Qualis Capes, in the Language/Linguistics, Education and Psychology areas were used as data sources. A bibliographic review was carried out based on the Content Analysis method by Bardin (2016). Eight studies were selected for qualitative analysis. The analysis considered the ways Oral Retelling was used (alone or combined with other instruments), the textual types (narrative, expository), the relationship of the comprehension factors considered for analysis, the age range and education level of the participants, and the observation of factors and processes related to reading comprehension. In the selected articles, Oral Retelling was often used with other assessment instruments, such as questionnaires and comprehension tests. The retellings were recorded and transcribed for later analysis and categorized by rubrics and classification scores. The most prominent comprehension factors that were revealed in the studies were the linguistic competence, the prior knowledge, and the use of working memory. Oral retelling was mostly used with 6- to 10-year-old participants, which comprises the Elementary School level. It was possible to note that oral retelling proved to be a versatile and reliable instrument in the assessment of reading comprehension.A compreensão é, sem dúvida, o objetivo inerente à qualquer atividade de leitura e, a fim de alcançar este objetivo diversos processos e fatores que relacionam conhecimentos linguísticos, psicocognitivos e psicossociais estão envolvidos (SIQUEIRA; ZIMMER, 2006; KLEIMAN, 2008; GIRALDELLO, 2016). Nesta pesquisa, elegeu-se como fatores influentes à compreensão: a competência linguística, o conhecimento prévio, o conhecimento de diversos tipos textuais, as estratégias de leitura, a motivação, a memória de trabalho e as inferências. Conhecendo os processos e fatores influentes na compreensão leitora e suas possibilidades de avaliação, objetivou-se investigar por meio de pesquisa de levantamento como se dá a utilização do Reconto Oral como instrumento para avaliar a compreensão em leitura de textos em pesquisas conduzidas em âmbito nacional e internacional, tendo como suporte teórico a Psicolinguística, a Linguística e a Psicologia Cognitiva. Para concretizar esse objetivo, foram mapeados os estudos científicos que se referiam à temática proposta, no período de 2012 a 2022, tendo como fontes de dados os periódicos eletrônicos nacionais e internacionais, com Qualis A1, A2, B1 e B2 nas áreas de Letras/Linguística, Educação e Psicologia. Desse modo, foi realizada uma revisão bibliográfica, com base no método da Análise de Conteúdos proposto por Bardin (2016). Nesse mapeamento, foram selecionados para análise qualitativa oito estudos dentro dos critérios de inclusão e exclusão propostos. Na análise foram abordadas as formas de utilização do Reconto Oral (combinadas com outros instrumentos ou de maneira exclusiva), os tipos textuais utilizados (narrativos, expositivos), a relação dos fatores de compreensão considerados para análise nas pesquisas, a faixa etária e escolaridade dos participantes envolvidos, a observação dos fatores e processos relacionados à compreensão leitora. Nos artigos selecionados, o Reconto Oral foi mais utilizado de maneira combinada com outros instrumentos de avaliação como aplicação de questionários e testes de compreensão, por exemplo. Nas pesquisas, os Recontos foram gravados e transcritos para análise posterior e, categorizados por rubricas e pontuação de classificação. Os fatores de compreensão mais destacados nos estudos foram a competência linguística, o conhecimento prévio e o uso da memória de trabalho. A faixa etária e escolaridade em que o instrumento foi mais aplicado foi entre 6 e 10 anos de idade que compreende o Ensino Fundamental. Neste levantamento, notou-se que o instrumento mostrou-se versátil e confiável na avaliação da compreensão leitora.Submitted by Fabiano Jucá (fjuca@unicentro.br) on 2023-05-02T12:26:02Z No. of bitstreams: 1 Dissertação - Giseli Cordeiro da Silva.pdf: 1700386 bytes, checksum: 314e424d64f568e02e82b1bc064affbb (MD5)Made available in DSpace on 2023-05-02T12:26:02Z (GMT). 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dc.title.por.fl_str_mv |
O INSTRUMENTO RECONTO ORAL E SUA INFLUÊNCIA NA AVALIAÇÃO DA COMPREENSÃO LEITORA |
dc.title.alternative.eng.fl_str_mv |
Oral retelling and its influence on reading comprehension assessment |
title |
O INSTRUMENTO RECONTO ORAL E SUA INFLUÊNCIA NA AVALIAÇÃO DA COMPREENSÃO LEITORA |
spellingShingle |
O INSTRUMENTO RECONTO ORAL E SUA INFLUÊNCIA NA AVALIAÇÃO DA COMPREENSÃO LEITORA SILVA, GISELI CORDEIRO DA Reconto Oral Processos de compreensão Fatores de compreensão Leitura Avaliação de compreensão Oral Retelling Comprehension process Comprehension factors Reading Comprehension assessment LINGUISTICA, LETRAS E ARTES |
title_short |
O INSTRUMENTO RECONTO ORAL E SUA INFLUÊNCIA NA AVALIAÇÃO DA COMPREENSÃO LEITORA |
title_full |
O INSTRUMENTO RECONTO ORAL E SUA INFLUÊNCIA NA AVALIAÇÃO DA COMPREENSÃO LEITORA |
title_fullStr |
O INSTRUMENTO RECONTO ORAL E SUA INFLUÊNCIA NA AVALIAÇÃO DA COMPREENSÃO LEITORA |
title_full_unstemmed |
O INSTRUMENTO RECONTO ORAL E SUA INFLUÊNCIA NA AVALIAÇÃO DA COMPREENSÃO LEITORA |
title_sort |
O INSTRUMENTO RECONTO ORAL E SUA INFLUÊNCIA NA AVALIAÇÃO DA COMPREENSÃO LEITORA |
author |
SILVA, GISELI CORDEIRO DA |
author_facet |
SILVA, GISELI CORDEIRO DA |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Baretta, Luciane |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6952747443477278 |
dc.contributor.authorID.fl_str_mv |
009.535.119-10 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8372556234372616 |
dc.contributor.author.fl_str_mv |
SILVA, GISELI CORDEIRO DA |
contributor_str_mv |
Baretta, Luciane |
dc.subject.por.fl_str_mv |
Reconto Oral Processos de compreensão Fatores de compreensão Leitura Avaliação de compreensão |
topic |
Reconto Oral Processos de compreensão Fatores de compreensão Leitura Avaliação de compreensão Oral Retelling Comprehension process Comprehension factors Reading Comprehension assessment LINGUISTICA, LETRAS E ARTES |
dc.subject.eng.fl_str_mv |
Oral Retelling Comprehension process Comprehension factors Reading Comprehension assessment |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES |
description |
Comprehension is undoubtedly the inherent objective in any reading activity; it involves processes that relate linguistic, psycho cognitive, and psychosocial knowledge with influential factors in reading comprehension (SIQUEIRA; ZIMMER, 2006; KLEIMAN, 2008; GIRALDELLO, 2016). In this research, linguistic competence, prior knowledge, knowledge of different textual types, reading strategies, motivation, working memory, and inferences were selected as influential factors for understanding. Considering the processes and factors that influence reading comprehension and its evaluation possibilities, the objective of this study was to investigate how Oral Retelling is used to assess reading comprehension at national and international contexts of research, having as theoretical support the areas of psycholinguistics, linguistics, and cognitive psychology. To achieve this objective, studies conducted within the 2012-2022 period published in national and international journals stratified as A1, A2, B1, and B2 in the Brazilian ranking system Qualis Capes, in the Language/Linguistics, Education and Psychology areas were used as data sources. A bibliographic review was carried out based on the Content Analysis method by Bardin (2016). Eight studies were selected for qualitative analysis. The analysis considered the ways Oral Retelling was used (alone or combined with other instruments), the textual types (narrative, expository), the relationship of the comprehension factors considered for analysis, the age range and education level of the participants, and the observation of factors and processes related to reading comprehension. In the selected articles, Oral Retelling was often used with other assessment instruments, such as questionnaires and comprehension tests. The retellings were recorded and transcribed for later analysis and categorized by rubrics and classification scores. The most prominent comprehension factors that were revealed in the studies were the linguistic competence, the prior knowledge, and the use of working memory. Oral retelling was mostly used with 6- to 10-year-old participants, which comprises the Elementary School level. It was possible to note that oral retelling proved to be a versatile and reliable instrument in the assessment of reading comprehension. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-05-02T12:26:02Z |
dc.date.issued.fl_str_mv |
2023-03-30 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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SILVA, GISELI CORDEIRO DA. O INSTRUMENTO RECONTO ORAL E SUA INFLUÊNCIA NA AVALIAÇÃO DA COMPREENSÃO LEITORA. 2023. 120 f. Dissertação (Programa de Pós-Graduação em Letras - Mestrado) - Universidade Estadual do Centro-Oeste, Guarapuava. |
dc.identifier.uri.fl_str_mv |
http://tede.unicentro.br:8080/jspui/handle/jspui/2047 |
identifier_str_mv |
SILVA, GISELI CORDEIRO DA. O INSTRUMENTO RECONTO ORAL E SUA INFLUÊNCIA NA AVALIAÇÃO DA COMPREENSÃO LEITORA. 2023. 120 f. Dissertação (Programa de Pós-Graduação em Letras - Mestrado) - Universidade Estadual do Centro-Oeste, Guarapuava. |
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Brasil |
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Universidade Estadual do Centro-Oeste |
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