Reading proficiency of higher education students: an analysis from texts in Libras
This article is based on the master's thesis of Souza (2021), which aimed to verify whether the reading process of texts in Libras, recorded on videos, is equivalent to the reading process of written texts, with regard to the articulation of skills and prior knowledge by the reader, thus impact...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal de Goiás (UFG) |
| Repositorio: | Revista Sinalizar |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.ufg.br:article/72811 |
| Acceso en línea: | https://revistas.ufg.br/revsinal/article/view/72811 |
| Access Level: | acceso abierto |
| Palabra clave: | reading proficiency texts in Libras multimodality proficiência de leitura textos em Libras multimodalidade |
| Sumario: | This article is based on the master's thesis of Souza (2021), which aimed to verify whether the reading process of texts in Libras, recorded on videos, is equivalent to the reading process of written texts, with regard to the articulation of skills and prior knowledge by the reader, thus impacting reading proficiency. The hypotheses were that: (a) the reading of certain texts in Libras should be equivalent to that of written texts, requiring readers to have prior linguistic and social knowledge, and (b) readers with a higher level of education would show greater reading proficiency. Deaf participants, who speak Libras, were selected and divided into two groups: undergraduate and doctoral students. Individual meetings were held in which participants read texts in Libras and answered some questions. The hypotheses were confirmed and it was also verified that the multimodal resources were not enough to guarantee the comprehension of the texts and that the reading experience in Brazilian Portuguese can serve as a general basis for knowledge for reading in Libras. |
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