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Impacto comparativo de dois programas de escrita inventada
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Advisor(s)
Abstract(s)
O presente estudo teve como objetivo compreender o impacto da aplicação de
dois programas diferentes de Escrita Inventada em crianças de idade pré-escolar na sua
evolução na escrita e na leitura. Os participantes do presente estudo foram 30 crianças
portuguesas a frequentarem o ensino pré-escolar das quais 15 eram do sexo feminino, e
as restantes 15 do sexo masculino, que não sabiam ler nem escrever. Os participantes
foram distribuídos equivalentemente por 2 grupos de 5 elementos cada, que
constituíram o grupo experimental onde foi usada a metodologia da Alves Martins,
Albuquerque, Salvador e Silva (2013), por 2 grupos de 5 elementos cada que
constituíram o grupo experimental onde foi usada a metodologia da Ouellette, Sénéchal
e Haley (2013) e por 2 grupos de 5 elementos cada que constituíram o grupo de
controlo. Após a distribuição dos grupos, foi aplicado a todas as crianças um pré e um
pós-teste, que consistiram na escrita e leitura de palavras, tendo ambos os grupos
experimentais sido sujeito a um programa de escrita inventada de 10 sessões entre o pré
e o pós-teste. Ao grupo de controlo apenas foram lidas histórias. Os resultados obtidos
indicam uma evolução em ambos os grupos experimentais, tendo o grupo experimental
onde foi usada a metodologia das autoras Alves Martins, Albuquerque, Salvador e Silva
(2013) uma maior evolução ao nível das fonetizações, na escrita de palavras, assim
como também leem um maior número de palavras e descodificam um maior número de
grafemas face ao outro grupo experimental onde foi aplicado o programa de escrita
inventada seguindo a metodologia de Ouellette, Sénéchal e Haley (2013), na análise dos
resultados verifica-se que, ambos os grupos experimentais, onde foram aplicados os
diferentes programas, apresentam uma maior evolução face ao grupo de controlo, é
importante referir que o grupo onde se aplicou a metodologia de Alves Martins,
Albuquerque, Salvador e Silva (2013) foi o que apresentou uma maior evolução.
ABSTRACT: This study aims to understand the impact on the writing and reading development of preschool children by applying two different inventive writing programs. The participants of this study consisted of 30 Portuguese preschool children, 15 female and 15 male, none of which could read or write. Participants were equally distributed in: 2 groups of 5 elements each, constituting the experimental group where Alves Martins, Albuquerque, Salvador and Silva´s (2013) methodology was used; 2 groups of 5 elements each that constituted the experimental group where Ouellette, Sénéchal and Haley´s (2013) methodology was used; and 2 groups of 5 elements each forming the control group. After forming groups, a pretest and post-test of writing and reading words was applied to all children. Both experimental groups were subjected to a 10 session inventive writing program between the pretests and post-tests. To the control group, only stories were read. The results indicate progress in both experimental groups. The group where Alves Martins, Albuquerque, Salvador and Silva´s (2013) methodology was applied, presented a greater progress regarding phonetics when writing words, a greater number of read words and a greater number of decoded graphemes compared to the experimental group which used the inventive writing program methodology of Ouellette, Sénéchal and Haley (2013). Analyzing the results, it appears that both experimental groups, where different inventive writing programs were implemented, present a greater progress compared to the control group. It is important to refer that the group to which the Alves Martins, Albuquerque, Salvador and Silva (2013) methodology was applied to, presented the greatest progress.
ABSTRACT: This study aims to understand the impact on the writing and reading development of preschool children by applying two different inventive writing programs. The participants of this study consisted of 30 Portuguese preschool children, 15 female and 15 male, none of which could read or write. Participants were equally distributed in: 2 groups of 5 elements each, constituting the experimental group where Alves Martins, Albuquerque, Salvador and Silva´s (2013) methodology was used; 2 groups of 5 elements each that constituted the experimental group where Ouellette, Sénéchal and Haley´s (2013) methodology was used; and 2 groups of 5 elements each forming the control group. After forming groups, a pretest and post-test of writing and reading words was applied to all children. Both experimental groups were subjected to a 10 session inventive writing program between the pretests and post-tests. To the control group, only stories were read. The results indicate progress in both experimental groups. The group where Alves Martins, Albuquerque, Salvador and Silva´s (2013) methodology was applied, presented a greater progress regarding phonetics when writing words, a greater number of read words and a greater number of decoded graphemes compared to the experimental group which used the inventive writing program methodology of Ouellette, Sénéchal and Haley (2013). Analyzing the results, it appears that both experimental groups, where different inventive writing programs were implemented, present a greater progress compared to the control group. It is important to refer that the group to which the Alves Martins, Albuquerque, Salvador and Silva (2013) methodology was applied to, presented the greatest progress.
Description
Dissertação de Mestrado apresentada ao ISPA - Instituto Universitário
Keywords
Escrita inventada Crianças em idade pré-escolar Interação social Inventive writing Preschool children Social interaction