Os efeitos da decodificação fonológica e a teoria de autoensino: um estudo de aprendizes do quinto ano do ensino fundamental

摘要

Considering the social and cognitive importance of learning to read and write in elementary school, the present study investigates the relationship between phonological decoding and the acquisition of lexical representations. The main objective wasto investigate aspects that involve the acquisition of orthographic representations in students. The specific objectives were to: (a) evaluate the performance of the participants in reading tasks by assessing pseudoword reading and text comprehension; (b) investigatethe performance in a lexicalchoice task; (c) examine student performance in relation to the recognition task of words and pseudowords; (d) investigate whether exposure to pseudo target words is a factor in good performance in writing tasks;(e) investigate whether the results obtained in the reading assignment, spelling choice, recognition of words and pseudowords, and writing under dictation are similar to each other, through the analysis of data obtained. The study draws on research conducted by David Share (1995, 1999, 2008). Based on which studies, phonological decoding is a predictor of acquisition of lexical representations. The present study was divided into two stages, namely, the first stage consisted of reading texts; the second stage was carried out three days later and consisted of tasks that tapped into self-teaching from the texts read. The results suggestthat repeated decoding of pseudowordswas associated with self-teaching, and most readers were able to identify the target pseudoword.