Repositório RCAAP

Presentation of Literature issue on Children and Juvenile Literature.

"E no meio da floresta encantada" by Maurício da Silveira Piccini.

"Poema" by Diego Petrarca.

This study investigates the initial stages of the process of writing acquisition by deaf children. Although both reading and writing processes in deaf children have been raising an increasing number of research, little has been noticed in the way by which they are taught at schools. Even though they recognize that deaf children have distinct difficulties to access oral language, several teachers insist on teaching them as if they were able to hear and without taking into account that they do not know the Portuguese Language. This way, for most deaf children learning to write, means learning another language. The adoption of the Brazilian Sign Language as well as the shift in terms of the conception of language have been generating changes in the teaching of writing to deaf children. By being exposed to the sign language while interacting with deaf people, deaf children will learn it as their first language and through it they will be able to attribute meaning to what they read and write. As for writing, it is expected that deaf children, in much the same way it happens with hearing children, once exposed to written texts, be able to elaborate hypothesis about the functioning of written language. Unlike hearing children, their hypothesis will be visuals. Based on writing materials written by deaf children of a special preschool and of a special kindergarten, the authors have concluded, in this study, that the initial stages of the process are very similar to those noticed in hearing children, although the results are different and are mainly the result of the fact that deaf children access writing through sight.

This paper presents an adaptation of Coscarelli’s model of reading (1999) to the computer’s graphic interface contexts. We conceive interfaces as texts, having both stable and predictable features built by a team of producers to a group of readers in a certain context with a certain aim. As part of an adaptation pattern of reading, we have rank some issues that may either make easy or difficult the reading of the interfaces according to the cognitive domains that operate this interaction. We believe that the understanding of these typical marks and features of the interface is made up from the ability of producing inferences, generalizations and judgments, and facilitates the transit through digital environment.

Purpose: investigate whether schoolaged children with auditory processing disorder have reading comprehension difficulties. Methods: The sample covered in this study embraces 40 children with auditory processing disorder ranging in age from 8 to 12 years. The children were examined by means of peripheral and central hearing evaluation. Later, the children were submitted to an evaluation of the reading comprehension. The statistical analysis was carried out using VARBRUL program. Results: The results indicated that a total of 23 (57%) children exhibited reading comprehension difficulties. Concerning the subprofiles, the decoding one were the most affected in children with reading comprehension difficulties. Conclusions: This study demonstrates that children with auditory processing disorder exhibit reading comprehension difficulties.

This paper aims to investigate cognitive advantages in executive functions of older bilinguals and older monolinguals’ performance at the Mini-mental State Exam and at the Simon Task. This research was carried out with 8 participants, 5 women and 3 men in the age group ranging from 75 to 86 years old, half of which are bilingual and the other part monolingual. Differences were found in MEEM scores and the results indicate there is also an advantageous distinction between bilinguals` and monolinguals` performance considering the results of the Simon Task. Such results, taken together, suggest that elderly bilingual have cognitive advantages in non-verbal tasks in comparison to elderly monolinguals. This investigation contributes with research on cognitive advantages of bilingualism in non-verbal tasks, which is a recent trend in Brazil.

The present paper investigates children who know how to read and write before elementary school. The objective is to identify and to analyse common aspects between children who acquire reading and writing before their classmates. For this, in a universe of 83 students, 11 were found with this profile, only 13,25%. Possible external and internal factors envolved in this precocity are described and analised here. They are: the acquaintance of the children with reading in family and in school; phonological awareness; and phonological immediate memory. The results are described, analysed and compared in a qualitative and quantitative way, to show common aspects between the students envolved and to indicate some ways to stimulate phonological awareness and phonological memory before elementary school. This research intends to confirm the importance, for the children, of living in a rich reading and writing surrounding.

We study the syntactic structure of the sentence in Brazilian Portuguese (BP), in its canonical order, SVO. We formulate categorial phrase structure rewrite rules of the sentence, using standard X-bar theory. We analyze complex sentences, including embedded sentences and sentences with two or more verbs (complex predicate sentences and structures with auxiliary verbs). We formulate grammar rules to describe the structure of the sentence in Portuguese and present a formal grammar for the sentences in Portuguese.

The present research was carried out with sixth grade students from a Primary School in Porto Alegre, Brazil, and aimed to investigate which signs of news superstructure frame are identified in the reading process and whether those signs are used as determiners of that specific linguistic text genre in the writing process. This allowed the assessment of degrees of linguistic awareness and the correlation made by the subjects between reading and writing processes. For that, five instruments were employed: a representative form of the frame of news article; an interview about the signs identified in the representative form; a source-text; an interview about the signs identified in the source-text frame; and the writing of a news article. The results indicated a positive correlation between the superstructure signs identified and acknowledged during the reading practice and those implemented in the writing of the news. The analysis of the subjects’ individual interviews also confirmed that the degree of linguistic awareness is a key factor in the identification of news superstructure frame.

Review of OTHERO, G. A.; MENUZZI, S. M. Lingüística Computacional: teoria & prática. São Paulo: Parábola, 2005. 126 p.

The present work deals with the relation between the high school graduate students reading skills and their predominant argumentative knowledge of essay´ structures. In order to carry out this investigation it has been necessary to analyze the performance of the students who are in their third year at high school through a reading comprehension test and a predominant argumentative structure knowledge test, based on the theory postulated by Adam (1992). The Pearson Coefficient of Correlation of these variables is calculated from the results given. The result of this coefficient has indicated the correlation of – 0,578 – and has confirmed the hypothesis that one variable is related to the other. The theme is very complex considering the features of the objects observed - reading, short story and argumentation - and the fact that they lead to other factors that also contribute to the correlation. Therefore, new scientific projects which focus the integration of these elements have been necessary because of their importance to the academic paradigms that form proficient readers.

Throughout this article the authors intend to report researches, centered on the Psycholinguistics, on what refers the reading process and reading comprehension developed at Centro de Referência do Desenvolvimento da Linguagem – CELIN of FALE/PUCRS (Language Development Center– CELIN of FALE/PUCRS) since 2001. The reported researches have as a mark the association with teaching and extension. Furthermore, the studies are focused on the combination between theory and practice and University and Community.

This essay aims to analyze how blackness is represented in the Brazilian Literary Canon. During the naturalism, some stereotypes were formed. This work intends to discuss the characters that show a prejudiced image of black people and the characters that break the naturalist paradigm.

This work aims at discussing the importance of orality in the literacy process, based on Psycholinguistics studies. It presupposes that the work with pragmatic, semantic, morphological and phonological language bases through orality benefits reading and writing processing, as it stimulates the linguistic awareness development. Therefore, it’s probable that if teachers know better the students’ language development process and stimulate that from this linguistic base they will facilitate the initial reading and writing acquisition processes. In order to do that, this work brings suggestions of easily applicable activities to the classroom.

The last century, especially from the second half, was marked by a fantastic development in the studies on the human brain. The new technologies in the area of image and reception of infinitely discreet incentives made possible the observation of the operation of the mind - here as function of the brain - in different situations of behavior. Those discoveries provided to the professionals of several areas - medicine, psychology, education, etc. - better work conditions to make possible the deep analysis of the children’s learning, for instance. Regarding the teaching-learning, the advantages are immeasurable, once now it is known, with a degree of quite big safety, the forms as the students codify, consolidate / store and recover relative memoirs to the contents the one that are exposed.

The status of the clitic group as a constituent of the prosodic hierarchy has been discussed for a long time. On the one hand, authors like Nespor and Vogel (1986) argue in favor of its presence in the prosodic hierarchy, and on the other hand, authors like Peperkamp (1997) try to explain why this presence is not adequate. Besides discussing these different points of view, this article searches for a phonological rule that is specific of the clitic group in the English language, which would argue in favor of its place in the prosodic hierarchy. Thus, this article presents the rule of vowel reduction in English, in order to question the universality of the clitic group as a domain for phonological rules. Key-words: Clitic Group; Prosodic Hierarchy; Vowel Reduction.

Apart from an active and cooperative behavior, the proficient reading as a procedural-activity demands a number of specific abilities from the reader. The attitude the reader assumes during the reading process results, among other factors, from the objective of the reading activity. It is the objective that determines the relevance of the different elements presented in the text. Therefore, in this process of (re)construction of the meaning, there are some converging elements from reading and writing processes that should be identified by the reader so that, in a further stage, they will function as a resource to reach a better proficiency in the process of writing texts.

In 1996, Heidrun Krieger Olinto collects some articles about new ways of writing Literature History, which she calls "new German theories". Which theoretical canon is this one, that intends to highlight a new way of thinking studies on historiographic writing? This article analyses such theories under a new paradigm - the fall of the Berlin Wall and the transformations occurred since the passage from a imanentistic text configuration to a Reception Aesthetics based conception - and under a new perspective over past, not totalitarian, but fragmented. Next, it seeks in the most recent studies, organized by Maria Eunice Moreira in the book Histórias da literatura: teorias, temas e autores, parameters to find new theories on literature history, already previewed by Olinto.

This work is organized to obtein greater understanding of the phenomena involved in brain literacy, specifically the stages of acquisition proposed by Ferreiro and Teberosky. The discoveries of neuroscience, specifically the function of the hippocampus, allow hypothesizing about some brain phenomena involved in the acquisition of complex and reporting elements in the consolidation of long-term memory. These discoveries bring important pedagogical implications for the process of literacy.