A decodificação e a compreensão leitora dos anos iniciais do ensino Fundamental: Uma Pesquisa correlacional e colaborativa

Abstract

The teaching and learning of the basic skills of reading and writing have become a major concern in Brazilian schools, since large-scale assessments, such as ANA (National Literacy Assessment of 2016 (INEP, 2017), which evaluated the 3rd year of the Literacy Cycle in public schools, showed that 54.8% of children in the 3rd year of elementary school reached the two worst reading levels. Furthermore, relatively recentresearch, such as that of Silva, Cavalcante, and Silveira (2015) and Santos andSilveira (2015), conducted in public schools in our region, found the existence of students in the fifth and sixth grades of elementary school without having the literacyprocess consolidated. Among the numerous causes of this problem, one can conjecture controversial issues related to approaches and methods of literacy, especially with regard to the cognitive processing of reading, including a considerableneglect of decoding by researchers and teachers. Given the problems presented and based on recent studies on cognitive and neuroscientific, neuropsycholinguistic, and linguistic aspects of reading, such as Dehaene (2012); Morais (2013); Scliar-Cabral (2013); Silveira and Oliveira (2015), among others, this master's research aimed to investigate the correlation between the automation of decoding skills and Reading comprehension through tests emphasizing the graphophonic relationship. As specific objectives, we listed: i) to hold meetings with teachers of the initial years of a public municipal school, about the cognitive aspects inherent to reading and the recente discoveries of neuroscience. ii) to introduce teachers to the application of tests through a didactic experience. iii) elaborate and apply the Phonological and PhonemicAwareness Test (TCFF); the Test of Competence in Reading Words and Pseudowords (TCLPP); the Rapid Word Reading Test (TLRP - monosyllable, disyllable, polysyllable); the Reading Aloud Test (TLVA); and the Reading Comprehension Test (TCL). The investigative question that guided the work was: to what extent will a child who has a reasonable performance in the skills necessary for decoding have a good performance in reading comprehension? The research also aimed to verify the applicability of these tests to their specificities and their relationship with decoding skills, considered here as essential to reading and comprehension of texts. The results of the didactic experience confirmed the correlation between the skills involved in decoding and textual comprehension, as well as proved the applicability of the tests used