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Master's Dissertation
DOI
https://doi.org/10.11606/D.47.2021.tde-14062021-173004
Document
Author
Full name
Stefani Parraga Abbate
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2021
Supervisor
Committee
Paula, Fraulein Vidigal de (President)
Correa, Jane
Hernandes, Maria Célia Pereira Lima
Title in Portuguese
O processamento morfológico no português brasileiro em estudantes do ensino
Keywords in Portuguese
Ensino fundamental
Leitura
Português do Brasil
Processamento morfológico
Abstract in Portuguese
O presente estudo buscou investigar se a estrutura morfológica das palavras em português brasileiro influencia de modo significativo o processamento da leitura por estudantes cursando o Ensino Fundamental II. Para tal, aplicamos a Tarefa de Leitura de Palavras Afixadas (material inédito), composta por 80 itens de leitura -- 20 palavras afixadas, 20 palavras pseudo-afixadas, 20 pseudopalavras afixadas e 20 pseudopalavras pseudo-afixadas. As hipóteses que guiaram este estudo foram (1) o tempo de leitura da lista de pseudopalavras pseudo-afixadas seria maior que as demais listas; (2) o tempo de leitura da lista de pseudopalavras afixadas seria maior que as listas de palavras; (3) o tempo de leitura da lista de palavras pseudo-afixadas seria maior que o da lista de palavras afixadas; (4) esses efeitos devem ser mais expressivos conforme maior seja a experiência escolar em anos. O estudo foi realizado com 67 alunos de uma escola particular de alto desempenho da cidade de São Paulo, 15 estudantes cursavam o 6º ano do Ensino Fundamental, 14 cursavam o 7º ano, 14 o 8º ano e 24 o 9º ano. Os participantes foram convidados a ler em voz alta todos os itens da tarefa e o tempo total de leitura de cada lista foi contabilizado. As análises estatísticas foram realizadas buscando verificar o efeito entre ano escolar e tipo de lista. Nossos resultados encontraram efeito facilitador da morfologia no 6º ano, onde houve diferença significativa na velocidade de leitura entre as listas em termos de lexicalidade e estrutura morfológica dos itens. Nos demais anos escolares os mesmos resultados não foram encontrados
Title in English
Morphological processing in Brazilian Portuguese in elementary school students
Keywords in English
Brazilian portuguese
Elementary school
Morphological processing
Reading
Abstract in English
The present study aimed to investigate if the morphological structure of words in Brazilian Portuguese significantly influences reading processing by students in elementary school. To that end, an Affixed Word Reading Task (unpublished material) was administered, the list consists of 80 reading items -- 20 morphological words, 20 nonmorphological words, 20 morphological pseudowords and 20 nonmorphological pseudowords. According to the hypothesis of positive influence, it was expected that (1) the naming time of the list of nonmorphological pseudowords would be longer than that of the other lists; (2) the naming time of the morphological pseudowords list would be longer than that of the word lists; (3) the naming time of the nonmorphological words would be longer than that of the morphological words; (4) these effects should be more significant the longer the school experience. The study included 67 students from a private high-performance school in the city of São Paulo, 15 students were in the 6th year, 14 were in the 7th year, 14 in the 8th year and 24 in the 9th year. Participants were invited to read aloud all task items and the total naming time for each list was counted. Statistical analyses were conducted to verify the effect of the school year on the type of list. Our results found a positive effect of morphology during reading in the 6th year, where there was a significant difference in the reading rate between the lists in terms of lexicality and morphological structure of the items. The same results were not found in the other school years
 
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Abbate_corrigida.pdf (846.23 Kbytes)
Publishing Date
2021-06-14
 
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