Aquisição segmental e prosódica em crianças, na faixa etária de 12 a 30 meses, nascidas prematuras e a termo

• Ano de defesa: 2017
• Autor(a) principal: Santos, Daniela Monique Tavares dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Letras e Linguística; UFAL
• Palavras-chave em Português: Folonologia; Prosódia; Sons da fala – Primeira infância; Aquisição de linguagem; Folonology; Prosody; Speech sounds - Early childhood; Acquisition of language; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/3357

This study aims to describe and compare the acquisition of speech sounds and lower prosodic units, syllable, foot-metric and word, between term and premature children. Data analysis was based on the theory of Clements (2005), Nespor and vogel (1986) and on the theoretical models of Payão (2010) and Mota (1996). Four premature and three full-term children aged between 12 and 30 months participated in the study. The data were collected through spontaneous speech evaluation in a situation of playful interaction between the children and their caregivers. Next, the inferential statistical analysis was performed to analyze and compare the total words produced, the consonant segmental filling and the vocalic segmental filling. It was verified that the productions were governed by the Principle of Robustness and the Avoidance of Marked Traits and that the movements of centripetal-centrifugal analysis directed the speech production of the subjects, following the prosodic hierarchy and the organization of the language structure. There was no difference in the total number of words between preterm and full-term subjects. There was also no difference in consonant segmental filling. There was a difference in the results related to the vowel filling, suggesting the ability to structure and organize sentences, since it is the vowels that enable children to learn the syntactic regularities of languages. We emphasize the importance of knowledge about phonological and prosodic acquisition and how fills occur, governed by centripetal and centrifugal direction analysis. These results will favor the expansion of strategies and the provision of more specific guidelines to parents and caregivers, allowing better behaviors in the face of language disorders.