Loading...
Publication
Aprendizagem da leitura e consciência fonológica: O impacto do método de ensino
Authors
Advisor(s)
Abstract(s)
O presente trabalho procurou analisar as relações entre o desenvolvimento de
habilidades metalinguísticas, como a consciência fonológica e o conhecimento do nome das
letras e, a aprendizagem da leitura no 1º ano de escolaridade, em função dos métodos de
ensino da leitura e escrita. Participaram neste estudo 31 crianças, divididas em dois grupos,
referentes aos dois métodos de ensino da leitura e escrita através dos quais foram
alfabetizadas, o método fonémico e o método global. Os alunos foram avaliados em dois
momentos: no final do 1º trimestre e no final do 3º trimestre. Foram avaliados ao nível do
conhecimento do nome das letras, e da consciência fonológica no final do 1º trimestre; e
novamente na consciência fonológica e, ao nível da fluência da leitura no final do 3º trimestre.
Os resultados mostram que a evolução da consciência fonológica progride de forma diferente
nos dois métodos, sendo que os alunos alfabetizados através do método fonémico de
aprendizagem da leitura e da escrita revelaram um desenvolvimento da consciência
fonológica mais positivo. Também os resultados ao nível da fluência de leitura foram
significativamente diferentes, tendo o grupo pertencente ao método fonémico apresentado
melhores resultados. Foram detetadas correlações entre a fluência de leitura e a consciência
fonológica avaliadas no final do ano, em ambos os grupos, confirmando o que a maioria dos
estudos tem observado. Foram também detetadas correlações entre o conhecimento do nome
das letras e a fluência de leitura, nos dois grupos. Por último, verificou-se que existiam
diferenças significativas entre os resultados dos dois grupos, na consciência silábica e na
consciência fonémica.
ABSTRACT: The present study aimed to analyse the relations between the development of metalinguistic skills, as phonological awareness, and letter-name knowledge, and learning to read in the 1st year of school, in relation to methods of teaching Reading and Writing. The participants were 31 children, divided into two groups, in reference to the two methods of teaching Reading and Writing, the phonemic method and the global method, to which they were subjected. The students were assessed twice during the school year as to their level of letter-name knowledge, and their level of phonological awareness. At the end of the school year, they were assessed as to their level of Reading. The findings show that the evolution of the phonological awareness progresses differently in the two teaching methods, and that the students who were alphabetized through the phonemic method of teaching Reading and Writing revealed a more positive development in their phonological awareness. As to the level of reading fluency, the findings were also significantly different, and the group belonging to the phonemic method revealed better results. Similarly to what most studies have observed, correlations were observed between reading fluency and phonological awareness, both assessed at the same moment. Correlations between letter-name knowledge at the beginning of the 1st years of school and reading fluency at the end of the school year were also observed. Finally, significant differences were observed between the two groups, in syllable awareness and in phoneme awareness.
ABSTRACT: The present study aimed to analyse the relations between the development of metalinguistic skills, as phonological awareness, and letter-name knowledge, and learning to read in the 1st year of school, in relation to methods of teaching Reading and Writing. The participants were 31 children, divided into two groups, in reference to the two methods of teaching Reading and Writing, the phonemic method and the global method, to which they were subjected. The students were assessed twice during the school year as to their level of letter-name knowledge, and their level of phonological awareness. At the end of the school year, they were assessed as to their level of Reading. The findings show that the evolution of the phonological awareness progresses differently in the two teaching methods, and that the students who were alphabetized through the phonemic method of teaching Reading and Writing revealed a more positive development in their phonological awareness. As to the level of reading fluency, the findings were also significantly different, and the group belonging to the phonemic method revealed better results. Similarly to what most studies have observed, correlations were observed between reading fluency and phonological awareness, both assessed at the same moment. Correlations between letter-name knowledge at the beginning of the 1st years of school and reading fluency at the end of the school year were also observed. Finally, significant differences were observed between the two groups, in syllable awareness and in phoneme awareness.
Description
Dissertação de Mestrado em Psicologia Educacional, apresentada ao ISPA - Instituto Universitário
Keywords
Método de ensino da leitura e escrita Leitura Consciência fonológica Methods of teaching reading and writing Reading 1st year of school Phonological awareness 1º ano de escolaridade