Processos que levam à compreensão de textos

Abstract

RESUMO. "Todas as crianças aprendem a falar. Essa tendência natural para adquirir a linguagem é um presente que está inscrito na herança genética que é nossa em virtude de sermos humanos." (Boysson-Bardies -1999 PROCESSES THAT LEAD TO TEXT COMPREHENSIONABSTRACT. "All children learn to talk. This natural tendency to acquire language is a gift inscribed in the genetic inheritance that is ours by virtue of being human" -Boysson-Bardies (1999). How do people deal with language? What one knows about both cognitive and social processes that are involved on this relation? What is a comprehension and how one comprehends? This work has as aim to describe succinctly some perspectives through which different authors explain theirs ideas and research results. Particularly it was observed how to look the reading, writing and comprehension phenomena as a specific human capacity; the idea that an individual and an acquired ability is needed in order to control volunteer or unconsciously its own comprehension process. One basic aspect is presented as background: the relation between language and human cognition. It was concluded that further studies are needed for researchers to get a thorough understanding of the consequences of learning spoken and written language. Apresenta-se aqui um conjunto de idéias sobre como diferentes autores tratam os processos cognitivos envolvidos na linguagem e na compreensão de texto. Considera-se que estas idéias assim reunidas, de uma forma particularmente estruturada, permitem uma noção diferenciada, um distinto ângulo de visão para o campo de conhecimento que envolve o estudo de processos que levam à compreensão de textos. A base teórica destes estudos é a relação entre linguagem e cognição humana, entretida como a procura que as pessoas costumam empreender para conhecer o mundo. Trata-se de uma incursão sobre o que alguns autorescomo: Graesser e Zwaan (1995); Kintsch (1998); Oakhill e Yuill (1996); Perfetti, Marron e Foltz (1996); Weaver III, Bryant e Burns (1995) -vêm estudando e definindo sobre a forma como se dá a compreensão de textos, vista como um processo cognitivo, emocional e de certa forma universal. Considera-se que muito se tem ainda que melhorar para alcançar uma compreensão duradoura sobre as implicações da linguagem quanto aos processos cognitivos, e esta incursão sobre o campo lingüístico e cognitivo retratando a perspectiva de Kintsch em variadas feições é mais uma contribuição neste sentido. A COMPREENSÃO DE TEXTOSProcurar-se-á no presente contexto observar os processos mentais ou a forma cognitiva típica do ser humano -entender, julgar, dar sentido -como básicos para a compreensão de textos. Para representar e explicar o processo de compreensão de textos, Kintsch

Caracterização do desempenho de escolares do 3º ao 5º ano do ensino fundamental em compreensão de leitura

“…Thus, reading comprehension depends on the interrelationship of various cognitive and linguistic processes. It is therefore a skill which requires the use of processes considered as basic, as decoding regarding words recognition (process that can transform spelling signs of the written words written into language) and extraction of printed words meanings, which are not enough for a successful reading comprehension, so, it becomes necessary for the reader to use high level cognitive processes, as the ability to draw conclusions (about information which is not explicit in the text or involving a range of prior knowledge on the subject), memory, lexicon access, vocabulary, fluent reading, as well as control or comprehension monitoring 2,[4][5][6] . Thus, in order to establish understanding, there must be a connection between the contents of the literal information of the text read, and the prior knowledge of the reader, characterized as content stored in memory which should be accessed.…”

Reading Comprehension Intervention Program for Teachers from 3rd Grade’ Students

“…Thus, reading involves a variety of processes that begins on the visual identification of the letters and to the understanding of the content of the text message (Andrade and Dias, 2006).…”

The role of phonological awareness in reading comprehension

“…On the other hand, PA was not the main factor for children without disorders having a good TRC performance. Taking into account that these are fourth graders and that the texts of this test are short, school time might have been an important variable affecting these children's performance on reading comprehension 3,13,16,17,26 .…”

“…On the other hand, reading comprehension (RC) is a cognitive process, which encompasses decoding up to the extraction of the meaning of the material being read, and is considered by some authors as the basic purpose of learning how to read 10,13 . Thus, reading comprehension involves, besides decoding, the participation of many cognitive processes-memory, acquired vocabulary, fluency, and inference-that allow the construction of meanings, leading to the comprehension of the material being read [14][15][16] .…”