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Publication
Impacto de um programa de lteracia emergente no pré-escolar - promoção de aprendizagens nas competências da leitura e da escrita
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| 2.64 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente estudo teve como objetivo testar a eficácia de um programa sobre
literacia emergente no ensino pré-escolar. Este estudo teve como design um estudo
misto quási experimental com uma amostra não probabilística que incide em 89
crianças de idade pré-escolar de um agrupamento de escolas da área Metropolitana de
Lisboa. É composto por um programa de 12 sessões com a duração de 30 a 45
minutos centradas em atividades respeitantes à literacia emergente quanto
à consciência fonológica, consciência silábica, conhecimento de letras e escritas
inventadas que se compreendem como essenciais para o desenvolvimento da
aprendizagem especificamente nas competências da leitura e da escrita. Para testar a
eficácia do programa foram aplicados testes em dois momentos, antes do programa e
no final do programa que avaliam as competências a nomeação rápida, conhecimento
das letras, silabas, fonemas, leitura de palavras, fonetização da leitura, escritas
inventadas, fonetização da escrita. Os resultados desta investigação apontaram para
um aumento significativo nas competências avaliadas no grupo
experimental sugerindo que a intervenção com este programa de literacia emergente
foi eficaz.
ABSTRACT: The present study aims to test the effectiveness of a program on emerging literacy in pre-school education. This study was designed as a mixed, quasi-experimental study with a non-probabilistic sample that focuses on 89 preschool children from a group of schools in the Lisbon Metropolitan area. It consists of a program of 12 sessions focused on activities related to emerging literacy in terms of phonological awareness, syllabic awareness, knowledge of letters and invented writings that are understood as essential for the development of learning specifically in reading and writing skills. To test the effectiveness of the program, tests will be applied in two moments, before the program and at the end of the program, which evaluate the skills of rapid naming, knowledge of letters, syllables, phonemes, word reading, phonetization of reading, invented writings, phonetization of writing. The results of this research point to a significant increase in the skills assessed in the experimental group, suggesting that the intervention with this emerging literacy program was effective.
ABSTRACT: The present study aims to test the effectiveness of a program on emerging literacy in pre-school education. This study was designed as a mixed, quasi-experimental study with a non-probabilistic sample that focuses on 89 preschool children from a group of schools in the Lisbon Metropolitan area. It consists of a program of 12 sessions focused on activities related to emerging literacy in terms of phonological awareness, syllabic awareness, knowledge of letters and invented writings that are understood as essential for the development of learning specifically in reading and writing skills. To test the effectiveness of the program, tests will be applied in two moments, before the program and at the end of the program, which evaluate the skills of rapid naming, knowledge of letters, syllables, phonemes, word reading, phonetization of reading, invented writings, phonetization of writing. The results of this research point to a significant increase in the skills assessed in the experimental group, suggesting that the intervention with this emerging literacy program was effective.
Description
Dissertação de Mestrado
apresentada no ISPA – Instituto Universitário para
a obtenção de grau de Mestre na especialidade de
Psicologia da Educação.
Keywords
Literacia emergente Ensino pré-escolar Leitura Escrita