Banca de DEFESA: LIGIA DE SOUZA LEITE MORAES

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : LIGIA DE SOUZA LEITE MORAES
DATA : 13/12/2017
HORA: 14:00
LOCAL: Instituto Ágora auditório 3
TÍTULO:

An investigation on the role of working memory capacity in the reading development of children in Projeto ACERTA

PALAVRAS-CHAVES:

Working memory; learning to read; reading development; Provinha Brasil

PÁGINAS: 100
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Linguística
SUBÁREA: Psicolinguística
RESUMO:

The aim of this longitudinal study is to investigate the development of working memory (WM) (ATKINSON e SHIFFRIN, 1968; BADDELEY e HITCH, 1974; DANEMAN e CARPENTER, 1980; GATHERCOLE e BADDELEY, 1993; ERICSSON e KINTSCH, 1995; BADDELEY, 2000; ENGLE, 2004; WEISSHEIMER, 2007; COWAN, 2008; ALLOWAY e ALLOWAY, 2012; WANG e GATHERCOLE, 2013; BADDELEY, 2012; GABRIEL, MORAIS e KOLINSKY, 2016; NOUWENS et al., 2017) and the development of reading (CABRAL, 1986; BARON, 1977; FRITH, 1985;  ESKEY e GRABE, 1988; ZORZI, 2003; EHRI, 2005; DEHAENE, 2009, 2010, 2015; COLTHEART, 2013; SNOWLING e HULME, 2013; KINTSCH e RAWSON, 2013; MORAIS, et al., 2016;) in participants of Project ACERTA (Avaliação de Crianças em Risco de Transtorno de Aprendizagem) of Ensino Fundamental 1 from six public schools in Natal-RN from 2014 to 2016. For this purpose three research questions guided this study: (1) How is working memory related to the reading development of the participants of this research?; (2) How can working memory predict the development of reading of the learners of this research? And, (3) How can Provinha Brasil (PB) predict the development of reading of the participants of this research? The 57 participants took Provinha Brasil in 2014 and they also did reading and writing tasks and WM evaluations (AWMA – Automated Working Memory Assessment) from 2014 to 2016. The quantitative results from Spearman correlations were used to answer the firts research question and they pointed towards that verbal WM 2015 correlated significantly with the high WM capacity group of students and also with the copy activity done by all the students, the non-words WM activity done in 2015 and 2016 correlated significantly with reading words and pseudowords activity, reinforcing the similarity in the nature of both activities. In response to the second research question, the quantitative results obtained by linear regression pointed towards WM not predicting de reading development of the children in any of the three activities proposed in 2016, which does not corroborate the hypothesis that WM by itself is able to predict reading development. Lastly, to answer the third research question, also by linear regression, Provinha Brasil 2014 was considered a bad predictor of reading and writing development in 2015 and 2016, once only two from eight activities could be predicted by Provinha Brasil 2014. The proposed discussion aims to shed light on the variables that impact the acquisition process of reading, from a neurocognitive point of view, and the pedagogical implications for reading and writing instruction.

MEMBROS DA BANCA:
Presidente - 1666189 - JANAINA WEISSHEIMER
Interno - 1153427 - MAHAYANA CRISTINA GODOY
Externo ao Programa - 1660044 - SIDARTA TOLLENDAL GOMES RIBEIRO
Externo à Instituição - ANGELA MARIA CHUVAS NASCHOLD - UFRN
Externo à Instituição - AUGUSTO BUCHWEITZ - PUC - RS