Avanços no conhecimento do processamento da fluência em leitura: da palavra ao texto

Abstract

Os avanços em psicolinguística e nos estudos em neurociências têm contribuído para o maior entendimento dos processos relevantes envolvidos para uma leitura eficiente, mas nem sempre o profissional clínico tem acesso a essa informação de forma sistematizada. Tanto o desenvolvimento de leitura, como a avaliação e a intervenção têm sido largamente influenciados por evidências científicas em um movimento de aproximação cada vez mais necessário entre a teoria e a prática fonoaudiológica. Sendo assim, o objetivo deste trabalho foi reunir informações relevantes para o entendimento do processamento de leitura, sobretudo em relação à importância do desenvolvimento de sua fluência, por meio de uma revisão crítica da literatura nesta área.

The role of phonological awareness in reading comprehension

“…This is because there is a relationship between the reading of isolated words and reading comprehension. Similar results have been described in other studies [26][27][28] .…”

“…The findings of this research corroborate other studies 3,17,26,27 , confirming that syllabic and phonemic skills are directly and positively correlated with students' reading comprehension performance. It is important to note that the data of this research expand the knowledge of the field by showing consistent evidence that PA can be considered a predisposing factor for appropriate 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 .…”

The relevance of receptive vocabulary in reading comprehension

“…Seeing that the students with indicatives present a deficiency in orthographic representations, use the phonological route more frequently during reading, and take longer for the decoding of the material read to occur, they can be hindered in the use of the memory and integration of information, which justifies their difficulty in understanding texts (22,26) .…”

Phonological Processing and Reading and Writing Skills in Literacy

“…On the other hand, it should also be considered that since most RAN tasks were not significantly correlated with reading and writing skills, or even that this index was only moderate, it may be because, in this research, reading was evaluated in terms of words and pseudowords decoding skills, while naming speed was more directly related to reading fluency skills, as reviewed by Navas, Pinto and Dellisa (2009). Wolf and Bowers (1999) also stress the naming speed role as a predictor variable of fluency skills and reading comprehension.…”