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Escrita inventada e aquisição da leitura em crianças de idade pré-escolar
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Orientador(es)
Resumo(s)
Vários investigadores mostraram que actividades de escrita inventada com crianças em idade pré-escolar contribuem para a aquisição da literacia, tendo um impacto positivo na evolução da sua escrita e consciência fonológica. O nosso objectivo foi avaliar o impacto de um programa de escrita inventada na aquisição da leitura. Participaram 60 crianças Portuguesas de 5 anos que não sabiam ler nem escrever. Foram aleatoriamente divididas em dois grupos, experimental e controlo, equivalentes quanto às letras conhecidas, consciência fonológica e inteligência. O grupo experimental participou num programa de escrita inventada e o grupo de controlo num programa de leitura de histórias. A leitura de palavras foi avaliada num pré-teste, pós-teste e pós-teste postergado. O grupo experimental teve resultados superiores nos dois pós-testes.
Several researchers have shown that invented spelling activities with pre-school-age children contribute to literacy acquisition, having a positive impact on the evolution of children's writing and phonological awareness. Our aim was to assess the impact of an invented spelling programme on reading acquisition. The participants were 60 Portuguese 5-year-old children who were not able to read or write. Children were randomly divided in two groups, experimental and control, equivalent in terms of knowledge of letters, phonological abilities and intelligence. The experimental group participated in an invented spelling programme and the control group in a story reading programme. Children's word reading was evaluated in a pre-test, a post-test and a differed post-test. Experimental group had better results in both post-tests.
Several researchers have shown that invented spelling activities with pre-school-age children contribute to literacy acquisition, having a positive impact on the evolution of children's writing and phonological awareness. Our aim was to assess the impact of an invented spelling programme on reading acquisition. The participants were 60 Portuguese 5-year-old children who were not able to read or write. Children were randomly divided in two groups, experimental and control, equivalent in terms of knowledge of letters, phonological abilities and intelligence. The experimental group participated in an invented spelling programme and the control group in a story reading programme. Children's word reading was evaluated in a pre-test, a post-test and a differed post-test. Experimental group had better results in both post-tests.
Descrição
Palavras-chave
Programa de escrita Leitura Educação infantil Spelling programme Reading Pre-school
Contexto Educativo
Citação
Psicologia: Teoria e Pesquisa, 31, 137-144. Doi: 10.1590/0102-37722015021639137144
Editora
Universidade de Brasília