Leitura: o papel da memória de longo termo (MLT) no processo de interpretação

Este artigo apresenta os resultados de uma pesquisa sobre Dificuldades de leitura entre acadêmicos de Letras, a partir da análise das paráfrases por eles produzidas, após a leitura silenciosa de uma crônica. O objetivo foi avaliar a interpretação leitora dos estudantes da amostra considerada. A análise embasou-se no Modelo Pragmático Integrado de interpretação/compreensão (DASCAL, 2006) e os resultados da investigação desenvolvida entre o 2º semestre de 2015 e o 1º de 2016 evidenciaram dificuldade de articulação entre texto e contexto, como também a necessidade de investigar mais detidamente os vínculos entre memória de longo termo (MLT) e o processo de interpretação leitora, uma vez que o maior problema detectado concerniu à falta de mobilização do conhecimento prévio (extralinguístico e metalinguístico). As demais dificuldades foram o léxico pouco desenvolvido e a falta de nexos textuais ou seu emprego inadequado. Por fim, embora a pesquisa tenha sido exploratória e seus resultados não possam ser generalizados sem investigações adicionais, constatamos haver estreita relação entre dificuldades de interpretação leitora e produção de paráfrases reprodutoras.This article presents the results of an investigation on Reading Difficulties among students of Letters based on the paraphrases produced by them after the silent reading of a chronicle. The objective was to evaluate the students’ process of reading interpretation. The analysis was based in the Pragmatic Model of Integrated interpretation/understanding (DASCAL, 2006) and the results of the research developed in 2015/2016 showed difficulty of articulation between text and context, as well as the need to investigate the links between long term memory (MLT) and the interpretation process, since the biggest problem detected was concerned to the difficulty to mobilize previous knowledge (extralinguistic and metalinguistic).Other difficulties highlighted were the lexicon little developed and the lack of nexus or its inadequate use between sentences and paragraphs. Finally, although the study was exploratory and their results cannot be generalized without further investigations, we conclude that there was a close relationship between reading interpretation difficulties and poor paraphrases.Keywords: reading, memory, interpretation, paraphrase.

TOSREC-FR : Normalisation franco-québécoise du Test of Silent Reading Efficiency and Comprehension pour la sixième année

Cette étude présente les résultats de la normalisation du Test of Silent Reading Efficiency and Comprehension (TOSREC) auprès d’élèves franco-québécois de la sixième année du primaire et détaille les résultats de la démarche de validation du TOSREC-FR. Le TOSREC-FR pour la sixième année est un outil de dépistage qui s’administre en trois minutes à une classe entière et qui permet d’apprécier les habiletés de compréhension en lecture des élèves. Le TOSREC-FR pour la 6eannée a été normalisé dans treize classes (de 77 à 249 élèves par questionnaire) de la province de Québec durant les années scolaires 2018-2019 et 2019-2020. La normalisation du TOSREC-FR permet de classer les élèves selon leur niveau en lecture et de dépister les élèves à risque de présenter des difficultés scolaires avant l’entrée au secondaire.

Effect of Mental Activity on Heart Rate, Heart Rate Variability and Respiratory Rate in Healthy Volunteers

Introduction: The link between mental stress and cardiac autonomic regulation plays a significant role in the patho physiological process of cardio neural feedback loop. This study assessed the effect of mental arithmetic and silent reading on heart rate variability, heart rate and respiratory rate in young healthy volunteers. Materials and Methods: R-R intervals were recorded for five minutes in ten healthy volunteers aged 22-24 years of either sex while resting, doing mental arithmetic, and silent reading in a sitting position. Time and frequency domain approaches were used to measure heart rate variability (HRV). In them, heart rate and respiratory rate were also calculated. Using the paired ‘t' test, mean differences in values were evaluated between resting and mental arithmetic; resting and quiet reading conditions. Results: Heart rate and respiratory rate were significantly higher during mental arithmetic (p = 0.012, p<0.0001 respectively) and silent reading compared to resting state (p=0.005, p=0.0002 respectively). There was no significant change in HRV during mental arithmetic and silent reading compared to resting state. Conclusion: Mental arithmetic and silent reading primarily evoke a rise in respiratory rate and heart rate.

What reading Spinoza’s Ethics out loud brings to and takes from the text

It is contended by Gilles Deleuze that concepts can be understood as characters, and their interaction with other concepts dramatised. He proposes Spinoza’s Ethics as a text worthy of such dramatisation. I test Deleuze’s assertion, by staging a series of “affective readings”, 24-hour public readings out loud of the Ethics which unfold the question of how the concept of affect as it is treated there might be dramatised, and how we might be affected by it in the reading. This paper provides the philosophical justification of such a reading, and argues that an affective reading is one which makes perceptible the differential relations between the forces operating on the concept, and therefore needs to perform the concept of which it speaks, in a space of thought in which the drama of thinking the concept can be seen to be taking place. In turn, then, this paper considers what is meant by a “performative reading”. Given that the veracity of a performative reading of Ethics rests on the idea that reading it out loud brings to (or takes away from) the text something a silent reading does not, it is important to distinguish how reading out loud grasps the text differently from reading it silently, both cognitively in terms of what it demonstrates, and practically in terms of its effects.

Investigation of Students’ Perception of Sustained Silent Reading (SSR) on Reading Comprehension in SMPN 1 Abang

Assisting students to have good reading comprehension is essential to be accomplished during learning. Sustained Silent Reading (SSR) comes as the most used strategy to promote students’ literacy and build their reading comprehension based on the pre-observation in junior high schools in Karangasem Regency. This study aimed to investigate students’ perception of using SSR to enhance students’ reading comprehension in SMPN 1 Abang. The design of the study was mixed-method. The setting of this study is SMPN 1 Abang, located in Abang district, Karangasem regency, Bali province. This study used a questionnaire as the instrument of this study. The type of questionnaire used is a mail survey, specifically the questionnaire created in scale items by using Likert-type questions. As the study results, the mean score was categorized as very high because it was 4.50 and the interval was 4.00<M<5.00. In other words, the student's perception of using SSR to enhance students’ reading comprehension in SMPN 1 Abang showed very positive qualifications. Thus, it implies that SSR is helpful to improve students’ reading comprehension.

Rhythmic subvocalization: An eye-tracking study on silent poetry reading

The present study investigates effects of conventionally metered and rhymed poetry on eye-movements in silent reading. Readers saw MRRL poems (i.e., metrically regular, rhymed language) in two layouts. In poem layout, verse endings coincided with line breaks. In prose layout verse endings could be mid-line. We also added metrical and rhyme anomalies. We hypothesized that silently reading MRRL results in building up auditive expectations that are based on a rhythmic “audible gestalt” and propose that rhythmicity is generated through subvocalization. Our results revealed that readers were sensitive to rhythmic-gestalt-anomalies but showed differential effects in poem and prose layouts. Metrical anomalies in particular resulted in robust reading disruptions across a variety of eye-movement measures in the poem layout and caused re-reading of the local context. Rhyme anomalies elicited stronger effects in prose layout and resulted in systematic re-reading of pre-rhymes. The presence or absence of rhythmic-gestalt-anomalies, as well as the layout manipulation, also affected reading in general. Effects of syllable number indicated a high degree of subvocalization. The overall pattern of results suggests that eye-movements reflect, and are closely aligned with, the rhythmic subvocalization of MRRL. This study introduces a two-stage approach to the analysis of long MRRL stimuli and contributes to the discussion of how the processing of rhythm in music and speech may overlap.