Leitura de palavras e pseudopalavras em português brasileiro por pessoas adultas jovens e idosas

Abstract

The study of reading in a cognitive approach with a focus on the dual route theory of reading has much to contribute to the science of reading and to a greater understanding of human cognition. Research focusing on reading words and pseudo-words aloud has mapped the skills underlying reading in various populations. In this sense, this thesis aims to contribute data on these skills in the Brazilian Portuguese language, with evidence from typical young adult and elderly people. This thesis consists of a theoretical introduction followed by three studies. Study 1 presents word and pseudoword studies developed with tasks in Brazilian Portuguese (BP) and describes the construction of a reading task with the manipulation of psycholinguistic criteria. Study 2 investigates the impact of word frequency and consistency on the reading ability of words and pseudowords in young and elderly adults in BP. 30 young adults and 30 older adults, matched for gender, education and socioeconomic status, participated in this study. The word and pseudoword reading task used was organized into four groups of words that varied in frequency and consistency. A mixed-effects analysis of response times (RTs) revealed a significant effect of age group and lexicality, with older adults showing longer RTs and words being read more quickly than pseudowords. We observed a significant effect on TRs of the triple interaction (age group x frequency x consistency), with older adults showing a greater difference in latencies for high and low frequency words. The analysis of accuracy showed the effect of age group, with young adults being more accurate. The study identified patterns related to lexicality and the accuracy and speed of response for reading words and pseudowords among the participants, with young adults being more accurate and faster than older adults. Study 3 investigates the impact of lifelong reading and writing habits (HLE) on the reading of words and pseudowords in BP. Seventy adults, aged between 18 and 85, with varying levels of education, socioeconomic status (SES) and reading and writing habits took part in this stage. Hierarchical linear and binomial regression models were used to identify sociodemographic variables that have the greatest influence on word reading, examining age, SES, schooling and HLE as predictors and accuracy and latency times as dependent variables. It was found that age, SES, schooling and HLE have an impact on latency variations in the accuracy of reading words and pseudowords in BP. Education has a more significant effect on latencies than HLE. The study proposes that both formal education and HLE influence word and pseudoword Reading performance. This thesis contributes theoretical reflections and empirical data on the reading of words and pseudowords by adults and elderly people in LP, highlighting the relevance of psycholinguistic aspects in the construction and analysis of reading tasks and sociodemographic factors, with an emphasis on age, education and HLE.