From decoding to the thematic comprehension: reading implicits

Detalhes bibliográficos
Autor(a) principal: Flôres, Onici Claro
Data de Publicação: 2013
Outros Autores: Scherer, Lilian Cristine
Tipo de documento: Artigo
Idioma: por
Título da fonte: Calidoscópio (Online)
Texto Completo: https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2013.111.05
Resumo: This article analyzes reading comprehension by investigating the understanding of implicit discourse relations by 1st year Elementary School children, according to the pragmatic integrated model of Interpretation/Comprehension (Dascal, 2006). In the study, special attention was given to investigating the establishment of the distinction between literal and intentional meaning (Torrance and Olson, 1999;Olson, 1997). Ten children aged 6 to 7 participated in a digital reading test. Results indicate that the majority of the children focused on single words meanings, which suggest that they do not distinguish between “saying” and “meaning to say”, nor depicted the thematic unit, reflecting precarious development of textual awareness. Moreover, the study demonstrates that the children did not understand the irony present in one of the texts, despite capturing other types of implicit meanings, such as presuppositions and indirect speech acts.Key words: reading, pragmatic integrated model, literacy, textual implicit meanings.
id Unisinos-3_98efe921a7d8ee6352fe43377e2aacbe
oai_identifier_str oai:ojs2.revistas.unisinos.br:article/3252
network_acronym_str Unisinos-3
network_name_str Calidoscópio (Online)
repository_id_str
spelling From decoding to the thematic comprehension: reading implicitsDo decifrado à apreensão da temática: leitura de implícitosThis article analyzes reading comprehension by investigating the understanding of implicit discourse relations by 1st year Elementary School children, according to the pragmatic integrated model of Interpretation/Comprehension (Dascal, 2006). In the study, special attention was given to investigating the establishment of the distinction between literal and intentional meaning (Torrance and Olson, 1999;Olson, 1997). Ten children aged 6 to 7 participated in a digital reading test. Results indicate that the majority of the children focused on single words meanings, which suggest that they do not distinguish between “saying” and “meaning to say”, nor depicted the thematic unit, reflecting precarious development of textual awareness. Moreover, the study demonstrates that the children did not understand the irony present in one of the texts, despite capturing other types of implicit meanings, such as presuppositions and indirect speech acts.Key words: reading, pragmatic integrated model, literacy, textual implicit meanings.Este artigo discute a compreensão leitora a partir de uma investigação sobre a apreensão de implícitos textuais por crianças do 1º ano do Ensino Fundamental, segundo o modelo pragmático integrado de Interpretação/Compreensão leitora (Dascal, 2006). No estudo realizado, enfocou-se em especial o estabelecimento de distinção entre sentido literal e sentido intencional (Torrance e Olson, 1999; Olson, 1997). Dez crianças de 6 a 7 anos participaram de um teste de leitura digital. Os resultados indicaram que a maioria dos respondentes fixou-se no significado das palavras individuais, o que sugere não distinguirem dizer de quererdizer, nem apreenderem a unidade temática, demonstrando precário desenvolvimento da consciência do texto. Comprovou-se, ainda, que as crianças do 1º ano não compreenderam a ironia presente em um dos testes do instrumento, porém evidenciaram captar implícitos de outros tipos, como os pressupostos e os atos de fala indiretos.Palavras-chave: leitura, modelo pragmático integrado, alfabetização, implícitos textuais.Unisinos2013-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2013.111.05Calidoscópio; Vol. 11 No. 1 (2013): January/April; 44-52Calidoscópio; v. 11 n. 1 (2013): Janeiro/Abril; 44-522177-6202reponame:Calidoscópio (Online)instname:Universidade do Vale do Rio dos Sinos (UNISINOS)instacron:Unisinosporhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2013.111.05/1422Flôres, Onici ClaroScherer, Lilian Cristineinfo:eu-repo/semantics/openAccess2013-04-30T20:43:55Zoai:ojs2.revistas.unisinos.br:article/3252Revistahttps://revistas.unisinos.br/index.php/calidoscopioPUBhttps://revistas.unisinos.br/index.php/calidoscopio/oaicmira@unisinos.br || cmira@unisinos.br2177-62022177-6202opendoar:2013-04-30T20:43:55Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)false
dc.title.none.fl_str_mv From decoding to the thematic comprehension: reading implicits
Do decifrado à apreensão da temática: leitura de implícitos
title From decoding to the thematic comprehension: reading implicits
spellingShingle From decoding to the thematic comprehension: reading implicits
Flôres, Onici Claro
title_short From decoding to the thematic comprehension: reading implicits
title_full From decoding to the thematic comprehension: reading implicits
title_fullStr From decoding to the thematic comprehension: reading implicits
title_full_unstemmed From decoding to the thematic comprehension: reading implicits
title_sort From decoding to the thematic comprehension: reading implicits
author Flôres, Onici Claro
author_facet Flôres, Onici Claro
Scherer, Lilian Cristine
author_role author
author2 Scherer, Lilian Cristine
author2_role author
dc.contributor.author.fl_str_mv Flôres, Onici Claro
Scherer, Lilian Cristine
description This article analyzes reading comprehension by investigating the understanding of implicit discourse relations by 1st year Elementary School children, according to the pragmatic integrated model of Interpretation/Comprehension (Dascal, 2006). In the study, special attention was given to investigating the establishment of the distinction between literal and intentional meaning (Torrance and Olson, 1999;Olson, 1997). Ten children aged 6 to 7 participated in a digital reading test. Results indicate that the majority of the children focused on single words meanings, which suggest that they do not distinguish between “saying” and “meaning to say”, nor depicted the thematic unit, reflecting precarious development of textual awareness. Moreover, the study demonstrates that the children did not understand the irony present in one of the texts, despite capturing other types of implicit meanings, such as presuppositions and indirect speech acts.Key words: reading, pragmatic integrated model, literacy, textual implicit meanings.
publishDate 2013
dc.date.none.fl_str_mv 2013-03-21
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://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2013.111.05
url https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2013.111.05
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2013.111.05/1422
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Unisinos
publisher.none.fl_str_mv Unisinos
dc.source.none.fl_str_mv Calidoscópio; Vol. 11 No. 1 (2013): January/April; 44-52
Calidoscópio; v. 11 n. 1 (2013): Janeiro/Abril; 44-52
2177-6202
reponame:Calidoscópio (Online)
instname:Universidade do Vale do Rio dos Sinos (UNISINOS)
instacron:Unisinos
instname_str Universidade do Vale do Rio dos Sinos (UNISINOS)
instacron_str Unisinos
institution Unisinos
reponame_str Calidoscópio (Online)
collection Calidoscópio (Online)
repository.name.fl_str_mv Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)
repository.mail.fl_str_mv cmira@unisinos.br || cmira@unisinos.br
_version_ 1792203885167771648

Registros relacionados