Contribuições das habilidades metalinguísticas para leitura nos anos iniciais do ensino fundamental

• Ano de defesa: 2024
• Autor(a) principal: Souza, Marisangela Siqueira de
• Outros Autores: [e-mail]
• Orientador(a): Mota, Márcia Maria Peruzzi Elia da
• Banca de defesa: Soares, Adriana Benevides, Leme, Vanessa Barbosa Romera, Corrêa, Marcela Fulanete, Monteiro, Marcia Cristina Lauria de Moraes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Psicologia Social
• Departamento: Centro de Educação e Humanidades::Instituto de Psicologia
• País: Brasil
• Palavras-chave em Português: Habilidades metalinguísticas; Leitura; Ensino fundamental
• Palavras-chave em Inglês: Metalinguistic skills; Reading; Elementary school
• Área do conhecimento CNPq: CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL
• Link de acesso: http://www.bdtd.uerj.br/handle/1/22561

Metalinguistic skills (the ability to reflect about the language) are recognized as important predictors of reading ability since the beginning of literacy process. This research aims to analyze the moderating effect of grade level on the contribution of each highlighted metalinguistic skill to reading with a sample of students in the second (2nd), third (3rd), and fourth (4th) grades of Elementary School, a crucial phase for developing reading competence. The main hypothesis is that grade level would moderate the contribution of each metalinguistic skill to reading. The first study evaluated the moderating effect of grade level on word reading, while the second investigated moderation in relation to reading comprehension, and the third explored syntactic skills. Results indicate grade level moderation for word reading but not for reading comprehension. Future studies should further explore the moderating effects of grade levels, which could have practical implications for classroom teaching.