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A evolução da escrita inventada e da leitura precoce em crianças de idade pré-escolar : Os efeitos de um programa de intervenção de escrita
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Abstract(s)
Este trabalho insere-se no quadro teórico da psicologia da leitura e escrita,
apresentando como objectivo central procurar compreender se um programa de intervenção de
escrita tem implicações tanto na fonetização da escrita, como na leitura precoce, em crianças
de idade pré-escolar, ou seja, antes do ensino formal da literacia.
Realizou-se uma investigação experimental com 30 crianças de idade pré-escolar, que
não sabiam ler nem escrever, divididas equivalentemente por um grupo experimental e um
grupo de controlo. O estudo decorreu em várias fases: (i) etapa de selecção inicial dos
participantes; (ii) pré-teste; (iii) programa de intervenção de escrita; (iv) pós-teste. Todas as
crianças foram submetidas à fase de pré e pós-teste. No período intermédio, o grupo
experimental participou num programa de intervenção de escrita e o de controlo em sessões
de desenho livre.
A partir da análise dos resultados foi notória a diferença entre o número global de
fonetizações nas produções escritas das crianças do grupo experimental e de controlo.
Independentemente do nível de escrita inicial, o número de fonetizações na escrita foi
superior nas crianças que participaram no programa de intervenção de escrita, em comparação
com as do grupo de controlo. Os dados recolhidos evidenciaram também que o número de
fonetizações na leitura precoce de palavras aumentou substancialmente nas crianças do grupo
experimental e não no de controlo.
Em síntese, os resultados quantitativos do estudo permitiram constatar que a
participação em sessões de intervenção de escrita não só ajudou ao processo de evolução
fonética da produção escrita, como contribuiu para a evolução da leitura precoce de palavras
ABSTRACT: This study was developed within the theoretical framework of reading and spelling psychology. Its main goal was to try to understand whether a spelling early intervention programme with preschool children – prior to formal literacy teaching – has implications on spelling phonetisation and early reading. An experimental research was carried out with 30 preschool children who could neither read nor write. They were divided in two equivalent groups - experimental group and control group. The study had four different stages: (i) participants‟ initial selection, (ii) pretest, (iii) spelling intervention programme and (iv) post-test. All children were submitted to pre and post-test stage. At the intermediate stage, the experimental group participated in a spelling intervention programme and the control group attended free drawing/ painting sessions. Analysing the results obtained, the difference between the global number of phonetisations in spelling was clearly higher in children from the spelling intervention programme as compared to children from the control group, regardless of their initial spelling level. Data also confirmed that the number of phonetisations in word‟s early reading increased substantially in children from the experimental group and not in participants from the control group. In short: quantitative results of this study allowed us to confirm that the participation in spelling intervention sessions not only promoted the process of spelling production and phonetisation evolution but also gave a contribution to the evolution of words‟ early reading.
ABSTRACT: This study was developed within the theoretical framework of reading and spelling psychology. Its main goal was to try to understand whether a spelling early intervention programme with preschool children – prior to formal literacy teaching – has implications on spelling phonetisation and early reading. An experimental research was carried out with 30 preschool children who could neither read nor write. They were divided in two equivalent groups - experimental group and control group. The study had four different stages: (i) participants‟ initial selection, (ii) pretest, (iii) spelling intervention programme and (iv) post-test. All children were submitted to pre and post-test stage. At the intermediate stage, the experimental group participated in a spelling intervention programme and the control group attended free drawing/ painting sessions. Analysing the results obtained, the difference between the global number of phonetisations in spelling was clearly higher in children from the spelling intervention programme as compared to children from the control group, regardless of their initial spelling level. Data also confirmed that the number of phonetisations in word‟s early reading increased substantially in children from the experimental group and not in participants from the control group. In short: quantitative results of this study allowed us to confirm that the participation in spelling intervention sessions not only promoted the process of spelling production and phonetisation evolution but also gave a contribution to the evolution of words‟ early reading.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Escrita inventada Leitura precoce Programa de intervenção de escrita Crianças em idade pré-escolar Invented spelling Early reading Spelling programme Preschool children