Pragmática da Linguagem e Ensino da Compreensão Leitora: Revisão de Estudos

ResumoA proficiência na compreensão da leitura de textos não requer apenas o adequado desempenho do leitor nas competências fonológica, morfológica, sintática e semântica, mas também demanda competência pragmática – habilidade de, deliberadamente, articular a materialidade linguística da superfície textual ao próprio conhecimento de mundo – revelando que a interação autor-texto-leitor se concretiza no empenho do leitor em enlaçar o contexto de uso e as ideias expressas no texto aos seus objetivos de leitura. Assim, se a pragmática se constitui aspecto relevante para o bom desempenho na compreensão da leitura, questiona-se sobre qual espaço essa vem tendo nos estudos acadêmicos com finalidade de trabalhar tal compreensão. O artigo tem como objetivo apresentar um levantamento de estudos que abordam, na perspectiva da pragmática da linguagem, a compreensão leitora. Para isso, foram pesquisados estudos sobre o tema nas plataformas SciELO, PsycINFO e ERIC. Os resultados mostram que há uma carência de artigos que abordam contribuições da pragmática associada à compreensão leitora. Essa lacuna identificada nos estudos reflete a escassez de intervenções pedagógicas focalizando as habilidades (meta)pragmáticas. Assim, entendendo que algumas dificuldades apresentadas pelos estudantes na compreensão de textos estão relacionadas justamente à falta de um trabalho pedagógico focalizando a pragmática, sugere-se que investir no ensino explícito dessa competência pode contribuir para os avanços no desempenho dos estudantes em leitura. Palavras-chave: Compreensão da Leitura. Compreensão de Textos Escritos. Habilidades Pragmáticas. Desempenho em Leitura. AbstractProficiency in reading comprehension does not only require readers’ appropriate performance in phonological, morphological, syntax, and semantic competencies but also pragmatic competence – the skill of deliberately connect linguistic materiality of the textual surface with knowledge of the world itself – revealing that the author-text-reader interaction materializes in the reader’s commitment to link the context of use and the ideas expressed in the text to his/her reading objectives. Hence, if pragmatics is a relevant aspect for good reading comprehension, it is asked herein how it has been addressed in academic studies intended to promote reading comprehension. This objective of this paper is to present the studies addressing reading comprehension from the pragmatic language perspective. Hence, studies addressing the topic were searched in the SciELO, PsycINFO, and ERIC databases. The results show a lack of papers addressing the pragmatics contributions associated with reading comprehension. This gap identified in the study reflects a lack of teaching interventions focusing on (meta)pragmatic skills, suggesting that some of the students’ difficulties may be related to this lack of interventions. Teaching this competence can improve the students’ reading performance, and competent reading promotes social inclusion and a citizenship. Therefore, schools must train these competencies for individuals to interact with texts, process ideas, make connections with different types of knowledge, and (re)construct meaning(s). Keywords: Reading Comprehension. Written Comprehension Texts. Pragmatic Skills. Reading Performance

Pedagogical Features of the Formation of Pedagogical Ethics in Future Teachers

The article is devoted to the formation of pedagogical ethics in future teachers and the study of the problems of pedagogical characteristics. It is imperative to pay attention to the knowledge of future teachers because mastering the system of competent reading in higher education is their social and professional duty. Therefore, future teachers need to know the rules and requirements of pedagogical ethics. Because mastering the etiquette of a teacher: professional ethics of future teachers — the formation of knowledge, skills and competencies in the ethics of a teacher; guide, regulate and monitor the coach’s relationship with children, colleagues and parents in the educational process; to learn the norms that must be adhered to in ethical relations between the participants in the pedagogical process, to understand the need for their assimilation; serves to increase the spiritual and moral level of future teachers. The theoretical and practical significance of the study lies in the substantiation of the need for optimal coordination of the priorities of professional development, the need for their competent implementation.

The Epistemology of Fiction and the Question of Invariant Norms

A primary dimension of our engagement with fictional works of art – paradigmatically literary, dramatic, and cinematic narratives – is figuring out what is true in such representations, what the facts are in the fictional world. These facts (or states of affairs) include not only those that ground any genuine understanding of a story – say, that it was his own father whom Oedipus killed – but also those that may be missed in even a largely competent reading, say, that Emma Bovary's desires and dissatisfactions are fed by reading romance novels.

“School's Not Really a Place for Reading”: A Research Synthesis of the Literate Lives of Students with Severe Disabilities

Developmental and connectionist research describing a student's development of competent reading and writing skills commonly evokes the image of a normative ladder to literacy. Each rung of the ladder is believed to constitute certain sets of increasingly complex subskills. It is believed that cognitive mastery is required prior to the next step up the ladder. For people labeled with severe mental retardation, subskill mastery is often considered an intellectual impossibility. Hence, literacy is denied. In this research synthesis, however, we suggest that people with severe intellectual limitations can be understood as symbolic, and specific literacy skills can be supported. We use the term research synthesis to describe the textual weaving of two sources of understanding: (a) qualitative stories garnered from six students who were research participants and (b) published autobiographical and biographical stories by people with disabilities or their parents. These two sources of understanding underscore that a deeply caring relationship characterized by intimacy is of central importance when constructing as symbolic and literate a person labeled as having severe mental retardation.

Linguistic Influences on the Emergence of Written Word Decoding in First Grade

This longitudinal investigation examined the linguistic influences on the emergence of written word decoding in a group of typically developing first-grade children. Sixty children were administered tasks that measured phonological, morphological, syntactic, and semantic abilities as well as literacy and alphabet knowledge during the first quarter of their kindergarten year. Subjects were then given measures of written word decoding in the fourth quarter of the first-grade year. Fixed-order regression analyses indicated that the phonological and orthographic factors contributed the most variance to written word decoding. A meaning factor also contributed significant variance to written word decoding. This latter finding challenges previous research that identifies phonological and orthographic variables as the sole influence on written word decoding. It is argued that, in teaching written word decoding skills, a focus on only form (i.e., phonological and orthographic knowledge) to the exclusion of meaning may result in less efficient decoding and subsequently may result in less competent reading comprehension.

Developmental Surface Dyslexia and Dysgraphia: An Orthographic Processing Impairment

This study presents a detailed investigation of a young man in his early twenties who has suffered from a severe spelling impairment since childhood, and currently has a spelling age of only 9 years and 2 months. In contrast with the developmental phonological dyslexics reported by Campbell and Butterworth (1985) and Funnell and Davison (1989), his performance on tests of phonological awareness is good. In addition, he can read and spell non-words competently and, unlike normal 9-year-old children, virtually all of his spelling errors are phonologically appropriate. Further analysis of these errors reveals that he has knowledge of many of the different ways in which a given phoneme can be written, and that he uses phoneme-to-grapheme correspondences at the end of a word that are different from those he uses earlier in a word. However, he finds it difficult to spell words that contain uncommon phoneme-to-grapheme correspondences, which is compatible with the view that he has not developed an orthographic spelling lexicon. Although his oral reading of words is prompt and generally accurate, analysis of his lexical decision performance and the way that he defines homophones indicate that he does not have fully specified lexical entries available for reading either. We suggest that he suffers from a general orthographic processing deficit, and relies instead upon the combination of sub-lexical phonology and a lexicon that contains only partial information about way in which words are spelt. This leads to reasonably competent reading, even of many irregular words, but produces very poor spelling. It is argued that qualitatively different types of developmental dyslexia do genuinely exist, but that reading impairments are likely to be much more pronounced in children who have a phonological rather than an orthographic processing deficit.