Palavras são palavras, rimadas ou aliteradas: análise da relação da complexidade das propriedades da palavra no desempenho de crianças nas tarefas de detecção de rima e aliteração

Abstract

The present study deals with the tasks of rhyme and alliteration, considered by the literature as some of the tasks that access to phonological awareness. Several studies claim that there is a positive correlation between phonological awareness and reading acquisition, current studies also consider phonological awareness as a predictor of competence acquisition of reading. When visiting the huge leather on the existing theoretical thematic questioned whether the rhyme and alliteration tasks considering the properties of the word (length, frequency and regularity). Therefore, to understand the possible relationship between the properties of the word and the results obtained by children in tasks of rhyme and alliteration, this research was conducted. Aimed at examining the performance of pre-readers and beginning readers in the tasks of rhyme and alliteration, observed performance through the answer to part (hit / error) and reaction time for execution, had as varying the properties of the word : extent, frequency and regularity. The sample consisted of 149 children, divided into groups of pre-reader and beginners, coming from public and private schools in João Pessoa-PB. To aid in data collection test was used for predictors of Reading Ability - THPL, which is computerized and adaptive, the instrument allows an individual analysis of the child, considering the difficulty level of the item, the discriminating power of the item and the possibility of settlement casual. OTHPL analyzes the response of the child item to item and allows the applicator can discern the properties of word of each item answered by the child. The data analysis was made from using descriptive statistics - means and standard deviations, and inferential - correlations and differences between groups. It was observed that the length, frequency and regularity influence on the performance of pre readers and beginning readers in rhyme and alliteration tasks in different ways.