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Publication
Relação entre os conhecimentos iniciais da linguagem escrita e a aprendizagem da leitura no final do 1º ano de escolaridade
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Advisor(s)
Abstract(s)
O objectivo do presente estudo foi o de compreender a relação entre os conhecimentos iniciais
sobre a linguagem escrita aquando da entrada para o primeiro ano de escolaridade e a
aprendizagem da leitura no final do ano lectivo.
Neste estudo, participaram 15 crianças com uma média de idades de 6 anos e quatro meses
que frequentavam pela primeira vez, o 1º ano de escolaridade.
No início do ano foram medidas as variáveis conhecimento do nome das letras, escrita
inventada e consciência fonológica (classificação da sílaba e do fonema inicial) e no final do
ano foram medidas novamente as variáveis conhecimento do nome das letra e consciência
fonológica (classificação da sílaba e do fonema inicial) para além da prova de leitura oral de
palavras.
Foram realizadas correlações entre as várias variáveis e a leitura, tendo os resultados obtidos
demonstrado que os conhecimentos iniciais sobre a linguagem escrita são bons preditores da
aprendizagem da leitura. Verificou-se ainda, que não existem correlações entre a leitura e as
variáveis conhecimento do nome das letras e consciência fonológica, quando medidas no final
do ano.
ABSTRACT: The aim of this project was to understand the relationship between initial knowledge about written language when entering the first scholar year and the reading learned at the end of the year. In this study fifteen children participated with average age of six years and four months who were attending the first grade for the first time. At the beginning, knowledge of letters names, invented writing and phonological awareness (syllable and initial phoneme classification) were measured and at the end of the year those variables were measured again besides the oral reading of words. Correlations were made between the variables and the readings, the results obtained demonstrated that the initial knowledge’s about written language are good predictors of learning how to read skills. It was also verified that there’s no correlation between reading and the knowledge of letter’s names, phonological awareness (syllable and initial phoneme classification) when measured at the end of the year.
ABSTRACT: The aim of this project was to understand the relationship between initial knowledge about written language when entering the first scholar year and the reading learned at the end of the year. In this study fifteen children participated with average age of six years and four months who were attending the first grade for the first time. At the beginning, knowledge of letters names, invented writing and phonological awareness (syllable and initial phoneme classification) were measured and at the end of the year those variables were measured again besides the oral reading of words. Correlations were made between the variables and the readings, the results obtained demonstrated that the initial knowledge’s about written language are good predictors of learning how to read skills. It was also verified that there’s no correlation between reading and the knowledge of letter’s names, phonological awareness (syllable and initial phoneme classification) when measured at the end of the year.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Conhecimentos iniciais sobre a linguagem escrita Aprendizagem Leitura Primary knowledge about written language Learning Reading