Aquisição lexical através da leitura.

Abstract

This dissertation investigated how lexical acquisition occurs through reading by bibliographic and experimental research. Mental lexicon and its organization were explored, as well as lexical acquisition before and during school-age, followed by concept development and its relation to metacognition. Reading and inference processes were also examined, emphasizing L1 and L2 lexical inference. A brief history and description of the main researches on lexical acquisition through reading were traced, reviewing their methodologies and results. Experimental research was organized in three stages: vocabulary pretest, children’s book reading and vocabulary posttest. Forty three third graders, ages 7 to 9, were organized in two groups: experimental, who had mediated reading of the books by the teacher; and control, who had oral reading without mediation. Results showed increase on lexical knowledge of both groups, especially of the experimental group. So, mediated reading had a positive effect on lexical acquisition. Phonologic mapping, lexical inference by contextual information and previous knowledge were the most often used strategies during children’s contact with new words. Frequency and quality of word contacts were determinant factors to lexical acquisition. Children’s lexical knowledge was partial to many words and strongly linked to already experienced contexts of use. The combination of qualitative and quantitative analysis was efficient on investigation of lexical acquisition through reading. It is an evidence of the importance of qualitative methods, as group verbal reports and interviews, to lexical acquisition research.