<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602010000300011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Consciência metalinguística e compreensão de leitura: diferentes facetas de uma relação complexa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Spinillo]]></surname>
<given-names><![CDATA[Alina Galvão]]></given-names>
</name>
<xref ref-type="aff" rid="A01"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mota]]></surname>
<given-names><![CDATA[Márcia Maria Peruzzi Elia da]]></given-names>
</name>
<xref ref-type="aff" rid="A02"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correa]]></surname>
<given-names><![CDATA[Jane]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Salgado de Oliveira e da Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2010</year>
</pub-date>
<numero>38</numero>
<fpage>157</fpage>
<lpage>171</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602010000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602010000300011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602010000300011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente artigo, de natureza teórica e com base em pesquisas realizadas com crianças, discute as complexas relações entre consciência metalinguística e compreensão leitora a partir da consciência fonológica, da consciência morfológica e da consciência metatextual. A consciência fonológica refere-se à habilidade de refletir acerca dos sons que compõem as palavras, auxiliando no processo de decodificação que, por sua vez, contribui para a compreensão de leitura. A consciência morfológica pode ser entendida como a habilidade de refletir sobre os morfemas, que são as menores unidades linguísticas que têm significado próprio. O que se observa é que a informação relativa à decodificação interage com informações sintático-semânticas oriundas do conhecimento que o leitor possui acerca da morfologia da língua, contribuindo para a leitura de textos. A consciência metatextual refere-se à habilidade de refletir sobre as propriedades dos textos. Diferentemente da consciência fonológica e morfológica, as relações entre a consciência metatextual e a compreensão leitora não são tão claras, havendo resultados divergentes quanto à contribuição do conhecimento sobre as propriedades do texto para a compreensão textual. O entendimento dessas relações permite construir um quadro teórico a respeito do papel da consciência metalinguística, seja em relação ao fonema, ao morfema ou às propriedades do texto, na compreensão textual; bem como extrair implicações educacionais acerca da aprendizagem da leitura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper discusses the complex relationship between metalinguistic awareness and reading comprehension, based on phonological, morphological and metatextual awareness. Although it has been based on researches with children, this paper has a theoretical focus. Phonological awareness refers to the ability to reflect on the sounds that form words, supporting the decoding process, which in turn contributes to reading comprehension. Morphological awareness is understood as the ability to reflect on the morphemes of a language, which are the smallest linguistic units that possess meaning. We observe that the information related to decoding interacts with syntactic-semantic information, which stems from the knowledge the reader has about the morphology of the language, contributing to the reading of texts. Metatextual awareness refers to the ability to reflect on texts´ properties. Different from phonological and morphological awareness, the relationship between metatextual awareness and reading comprehension are not so clear, and there are diverging results as to the contribution of knowing of a text's properties to the understanding of that text. The understanding of these relations allows us to build a theoretical framework about the role of metalinguistic awareness, whether in relation to the phoneme, the morpheme, or the properties of the text, in reading comprehension, as well as derive from this framework educational implications about the process of learning how to read.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Consciência Metalingüística]]></kwd>
<kwd lng="pt"><![CDATA[Compreensão De Leitura]]></kwd>
<kwd lng="pt"><![CDATA[Crianças]]></kwd>
<kwd lng="en"><![CDATA[Metalinguistic Awareness]]></kwd>
<kwd lng="en"><![CDATA[Reading Comprehension]]></kwd>
<kwd lng="en"><![CDATA[Children]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Consci&ecirc;ncia metalingu&iacute;stica e compreens&atilde;o de leitura:  diferentes facetas de uma rela&ccedil;&atilde;o complexa.</h2> <h3>Metalinguistic  awareness and reading comprehension: Different facets of a complex relationship.</h3>     <p>&nbsp;</p> <h4>Alina Galv&atilde;o Spinillo, M&aacute;rcia Maria Peruzzi Elia da  Mota, Jane Correa    <br> </h4> </font>      ]]></body><back>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[YOPP]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The validity of phonemic awareness tests]]></article-title>
<source><![CDATA[Reading Research Quarterly]]></source>
<year>1988</year>
<volume>23</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>159-177</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
