Vocabulário, consciência sintática e leitura nas dificuldades de aprendizagem

Luana Gabriele Garcia de Souza; Hellen França Alcantara; Alexandre Lucas de Araújo Barbosa; Tais de Lima Ferreira-Mattar; Cíntia Alves Salgado-Azoni

doi:10.51207/2179-4057.20240046

Authors

Luana Gabriele Garcia de Souza Universidade Federal do Rio Grande do Norte, Natal, Rio Grande do Norte, Brasil
Hellen França Alcantara Universidade Federal do Rio Grande do Norte, Natal, Rio Grande do Norte, Brasil
Alexandre Lucas de Araújo Barbosa Universidade Federal do Rio Grande do Norte, Natal, Rio Grande do Norte, Brasil
Tais de Lima Ferreira-Mattar Universidade Federal do Rio Grande do Norte, Natal, Rio Grande do Norte, Brasil
Cíntia Alves Salgado-Azoni Universidade Federal do Rio Grande do Norte, Natal, Rio Grande do Norte, Brasil

DOI:

https://doi.org/10.51207/2179-4057.20240046

Keywords:

Vocabulary, Reading, Comprehension, Language Tests, Learning

Abstract

Reading is a complex skill, as it involves linguistic, cognitive and environmental aspects, in addition to being essential for adequate social inclusion. The literature describes essential predictors for the written language acquisition process. Among the predictors of reading comprehension, vocabulary is the most cited, but studies have begun to investigate the contribution of syntactic awareness in this reading skill. Therefore, the objective of this study was to analyze whether vocabulary and syntactic awareness influence the reading of students with learning difficulties. This is a retrospective documentary study. The sample consisted of 36 students from the 2nd to 4th year of elementary school, 23 (64%) male and 13 (36%) female. Receptive vocabulary, syntactic awareness and reading development were assessed. The data was analyzed using descriptive and inferential statistics, through Spearman’s Correlation Coefficient and Kruskall-Wallis Test. The level of significance was p≤0.05. The results indicated that students who presented alphabetic or orthographic reading level performed better on syntactic awareness. In relation to reading comprehension, students with partial or total reading comprehension presented better vocabulary and syntactic awareness skills and; there was a significant positive correlation between vocabulary and syntactic awareness skills.

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References

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