Vocabulário extenso ajuda a aprender a ler: evidências da ciência da leitura

• Ano de defesa: 2022
• Autor(a) principal: Cunha, Elianne Madza de Almeida
• Orientador(a): Maluf, Maria Regina
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Vocabulário; Alfabetização; Linguagem oral; Linguagem escrita; Educação Infantil; Aprendizagem inicial da leitura
• Palavras-chave em Inglês: Vocabulary; Literacy; Oral language; Written language; Early Childhood Education; Early reading learning
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/26507

The aim of this study was to investigate the role of vocabulary in the initial learning of written language, making use of a theoretical contribution from the Science of Reading and an emphasis on the Cognitive Psychology of Reading. Two integrative review studies were carried out in the PsycNET, SciELO and PePSIC databases, through the CaFe access of the CAPES Periodicals Portal. Study number 1 aimed at filtering, in the international literature, studies dealing with the correlation between vocabulary and written language in preschool children, with an emphasis on the method used. In the PsycNET database, the search equations were composed by the descriptors: “Cognitive Psychology”, “Vocabulary”, “Literacy” and “Reading”, combined with the Boolean operator AND. There were also applied filters for retrieving publications from the last 5 years and for selection based on the age of the participants – Preschool Age (2-5 yrs.). In the SciELO and PePSIC databases, the search equations were composed by the descriptors in Portuguese: “vocabulário” (vocabulary) and “leitura” (reading) and the articles published between 2015 and 2020 were manually selected. A total of 226 research reports were identified and 20 of them were included in the analysis. The results were constituted under 3 thematic axes: vocabulary knowledge and its correlations with other predictors of written language; the influence of the family environment on vocabulary development; and the role of games and book reading for vocabulary expansion. A larger volume of longitudinal design studies were identified, which reflects the concern with the description of vocabulary development to clarify its relationship with written language throughout learning. Study number 2 aimed at identifying and analyzing researches on vocabulary as a component of initial stages of reading learning, categorizing the articles found in thematic axes and analyzing the evidence on the role of vocabulary for the initial learning stages of written language. In the PsycNET database, a search equation was used combining the descriptors “vocabulary” and “oral language” with the terms “early literacy instruction”, “emergent literacy”, “reading acquisition” and “learning to read”; in SciELO and PePSIC databases, the equation was formed by the descriptors in Portuguese: “vocabulário” (vocabulary), “linguagem oral” (oral language), “aprendizagem inicial da leitura” (initial reading learning), “aprendizagem da leitura” (reading learning), “alfabetização” (literacy), “aquisição da leitura” (reading acquisition), “literacia emergente” (emerging literacy), and “letramento emergente” (emerging literacy). The time frame ranged from 2016 to 2021 in order to select the most recent studies. In Study number 2, a total of 236 articles were identified, and 28 were included in the analysis, covering 4 thematic axes, according to the type of vocabulary contribution to the initial reading learning: a) vocabulary as a specific predictor of initial reading learning; b) vocabulary as a predictor of initial reading comprehension; c) the role of vocabulary in interventions focused on reading components; d) vocabulary in atypical language development processes. The results of Study number 2 demonstrate that, in addition to being a component of written language, the vocabulary plays a role as a forerunner to reading learning, especially in alphabetic languages, but with evidence that the same can occur in non-alphabetic languages, such as in the case of the Chinese language. Considering this research, it is clear that investigations on literacy predictors published in the area of Cognitive Science of Reading in Brazil are sparse, especially the ones that have vocabulary as their object of investigation, which indicates the need for future research with Brazilian children, enabling the production of specific knowledge about the role and the importance of vocabulary for Portuguese language literacy in Brazil. The analysis of the corpus of this research supports the thesis that vocabulary learning in the early years of children is an important condition in the continuum of written language learning for the later performance of the proficient reader and, therefore, should be stimulated since the early ages, especially in the experiences provided in early childhood education. Vocabulary is confirmed as a component and predictor of written language learning. These results may have an impact on the generation of pedagogical practices and public policies that recognize the role of vocabulary in literacy, strengthening the evidence-based education efforts in the area of Science of Reading