Abstract:OBJETIVO: caracterizar e analisar, do ponto de vista fonoaudiológico, o(s) letramento(s), os modos de circulação e uso de gêneros discursivos escritos por 69 escolares de duas classes de terceiro estágio de uma escola municipal de ensino infantil da cidade de São Paulo. MÉTODO: construção e aplicação de protocolo composto por diversos gêneros discursivos escritos, para verificação do grau de reconhecimento, de familiaridade e de uso dos mesmos pelos 69 escolares pesquisados. A faixa etária dos escolares é de 5… Show more
“…Only 14 qualitative nonintervention articles were considered high quality and included in the findings. These studies focused on: assessment in multiple countries (Leal Carretero & Suro Sánchez, 2012 ); pedagogical approaches in Brazil, Mexico, and Puerto Rico (Gómez Nashiki, 2008 ; Medina & Costa, 2013 ; Ribeiro & Souza, 2012 ; Rosado & Campelo, 2011 ); parental and community participation in Jamaica and Puerto Rico (Kinkhead‐Clark, 2014 ; Volk & de Acosta, 2001 , 2003 ); bilingual/multilingual education in Colombia (Guevara & Ordoñez, 2012 ); reading skills in Argentina (Manrique & Borzone, 2010 ); teaching practices for reading in Jamaica, Mexico, and Argentina (Diuk, 2007 ; Jiménez et al, 2003 ; Webster, 2009 ); and literacy acquisition among deaf students (Massone & Baez, 2009 ).…”
Section: Resultsmentioning
confidence: 99%
“…However, a minority of articles ( n = 6) explicitly stated the research methodologies used in their respective studies, and none of the surveyed articles discussed modifying their methods. Furthermore, eight articles either included an incomplete discussion or explanation of why particular methods were chosen (Kinkhead‐Clark, 2014 ), lacked theoretical support for the chosen design (Rosado & Campelo, 2011 ), or included no explanations of the methodological choices (Ribeiro & Souza, 2012 ). Similarly, only 10 of the surveyed articles included justifications for why particular methods were best positioned for particular goals and contexts, and none of the articles explained how researchers triangulated multiple methodologies.…”
Section: Resultsmentioning
confidence: 99%
“…The fourth article (Ribeiro & Souza, 2012 ) discussed the importance of considering context in learning to read and other literacy practices in Brazil. This article was similar to the intervention articles that discussed importance of context in learning pedagogy.…”
Section: Resultsmentioning
confidence: 99%
“…The authors argued that considering children's input on the learning process is essential because it contextualizes their reading experience. Understanding children's perspective on learning allows educators to control for those factors that can impact children's perspectives of themselves as learners, impact learning performance, The fourth article (Ribeiro & Souza, 2012) discussed the importance of considering context in learning to read and other literacy practices in Brazil. This article was similar to the intervention articles that discussed importance of context in learning pedagogy.…”
This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. 5.3.4 | Assessment of risk of bias in included studies Researchers reviewed the articles using separate quality review protocols (see Appendix D for full versions of each protocol) based on the type of study as follows:
“…Only 14 qualitative nonintervention articles were considered high quality and included in the findings. These studies focused on: assessment in multiple countries (Leal Carretero & Suro Sánchez, 2012 ); pedagogical approaches in Brazil, Mexico, and Puerto Rico (Gómez Nashiki, 2008 ; Medina & Costa, 2013 ; Ribeiro & Souza, 2012 ; Rosado & Campelo, 2011 ); parental and community participation in Jamaica and Puerto Rico (Kinkhead‐Clark, 2014 ; Volk & de Acosta, 2001 , 2003 ); bilingual/multilingual education in Colombia (Guevara & Ordoñez, 2012 ); reading skills in Argentina (Manrique & Borzone, 2010 ); teaching practices for reading in Jamaica, Mexico, and Argentina (Diuk, 2007 ; Jiménez et al, 2003 ; Webster, 2009 ); and literacy acquisition among deaf students (Massone & Baez, 2009 ).…”
Section: Resultsmentioning
confidence: 99%
“…However, a minority of articles ( n = 6) explicitly stated the research methodologies used in their respective studies, and none of the surveyed articles discussed modifying their methods. Furthermore, eight articles either included an incomplete discussion or explanation of why particular methods were chosen (Kinkhead‐Clark, 2014 ), lacked theoretical support for the chosen design (Rosado & Campelo, 2011 ), or included no explanations of the methodological choices (Ribeiro & Souza, 2012 ). Similarly, only 10 of the surveyed articles included justifications for why particular methods were best positioned for particular goals and contexts, and none of the articles explained how researchers triangulated multiple methodologies.…”
Section: Resultsmentioning
confidence: 99%
“…The fourth article (Ribeiro & Souza, 2012 ) discussed the importance of considering context in learning to read and other literacy practices in Brazil. This article was similar to the intervention articles that discussed importance of context in learning pedagogy.…”
Section: Resultsmentioning
confidence: 99%
“…The authors argued that considering children's input on the learning process is essential because it contextualizes their reading experience. Understanding children's perspective on learning allows educators to control for those factors that can impact children's perspectives of themselves as learners, impact learning performance, The fourth article (Ribeiro & Souza, 2012) discussed the importance of considering context in learning to read and other literacy practices in Brazil. This article was similar to the intervention articles that discussed importance of context in learning pedagogy.…”
This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. 5.3.4 | Assessment of risk of bias in included studies Researchers reviewed the articles using separate quality review protocols (see Appendix D for full versions of each protocol) based on the type of study as follows:
“…Some studies 4,5 claim that deaf children do not develop the written form of their dominant language at an appropriate age. However, for this to occur, one must consider that social interaction and promoting actions for significant literacy practices among deaf children, their parents, friends, and teachers are fundamental [6][7][8] .…”
Para que sujeitos surdos estabeleçam relações entre a língua brasileira de sinais e a língua portuguesa, o uso de recursos de retextualização pode ser uma ferramenta capaz de levar tais sujeitos a produzirem gêneros textuais escritos de acordo com convenções ortográficas e gramaticais do português. Nesta perspectiva, o objetivo deste trabalho é discutir o processo de retextualização usado como prática nas terapias fonoaudiológicas em grupo como um meio desses sujeitos se apropriarem da língua portuguesa em sua modalidade escrita. Participaram da pesquisa 8 surdos que fazem uso de Libras e da língua portuguesa em sua modalidade escrita. Inicialmente, os sujeitos produziam textos em língua de sinais que, depois de comentados e discutidos, em sessões em grupo, contando com a presença de uma fonoaudióloga, além de outros profissionais, eram retextualizados por meio da escrita. Após a retextualização, os sujeitos surdos foram convocados a reler o texto e, caso julgassem necessário, a modificá-lo. Na sequência, eles reliam os textos em conjunto com os profissionais e o retextualizavam em uma versão final escrita. Nos textos analisados, as operações de reestruturações sintáticas, de reconstruções textuais em função da norma da língua, bem como as de tratamento estilístico com seleção de novas estruturas sintáticas e opções lexicais foram as mais usadas nos processos de retextualização. A partir dos processos de retextualização, os surdos passaram a refletir sobre a escrita e sua função social, assumindo essa modalidade da linguagem com mais disposição e autoconfiança.
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