Resumo

CARRAHER, Terezinha Nunes  e  REGO, Lúcia Lins Browne. O realismo nominal como obstáculo na aprendizagem da leitura. Cad. Pesqui. [online]. 1981, n.39, pp.3-10. ISSN 0100-1574.

Piaget's work on nominal realism is proposed here as the cognitive developmental basis for reading acquisition involving alphabetic writing systems. These writing systems constitute arbitrary graphic representations of verbal signifiers. The learner must be able to focus upon what is being graphically represented - the verbal signifiers - in order to understand alphabetic writing. It was argued that learners who confuse signifiers with their meanings would not achieve this understanding. Three levels of logical nominal realism were identified by the present authors in a previous study. Level 1A is characterized by a deep confusion between signifiers and signified such that some characteristics of things are attributed to their names. Level 1B is a transitional level; children at this level are able to focus upon the signifiers but only in some situations. Level II children are able to focus upon names independently of their referentes in a wide variety of situations. In this study, an association was found between progress in overcoming this deep level of logical nominal realism (1A) and reading acquisition. Children in the lowest level of nominal realism profited negligibly form reading instruction, displaying little school progress in reading, a virtual absence of reading ability and a poor performance in a phonemic analysis task.

Palavras-chave : Dificuldade na leitura; Aprendizagem.

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