Celeste Letícia Corrêa, Pereira Edlaine Souza, Pereira Naira Rúbia Rodrigues, Alves Luciana Mendonça
Universidade de Brasília, Brasília, DF, Brasil.
Centro Universitário Metodista Izabela Hendrix, Belo Horizonte, MG, Brasil.
Codas. 2018;30(1):e20170034. doi: 10.1590/2317-1782/20182017034. Epub 2018 Feb 8.
Purpose Characterize and compare melodic variation and reading speed and verify their evolution throughout the development of schooling. Methods The reading of 78 Elementary School (2nd to 5th grade) students was analyzed using the Praat program with regards to the parameters of melodic variation (F0) and reading speed (Duration). Statistical measures (mean and standard deviation) were taken and the Student´s t-test was applied at significance level of 5%. Results Melodic variation and reading speed increased as schooling progressed, especially during 5th grade. Conclusion Melodic variation increases as schooling progresses, mainly during 5th grade. First minute of reading analysis is sufficient to assess reading speed, not being necessary to analyze the full text.
描述和比较旋律变化与阅读速度，并验证它们在整个学校教育发展过程中的演变。方法：使用Praat程序分析78名小学生（二年级至五年级）的阅读情况，涉及旋律变化（F0）和阅读速度（时长）参数。采用统计测量（均值和标准差），并在5%的显著性水平下应用学生t检验。结果：随着学校教育的推进，旋律变化和阅读速度增加，尤其是在五年级期间。结论：随着学校教育的推进，旋律变化增加，主要是在五年级期间。阅读分析的第一分钟足以评估阅读速度，无需分析全文。
