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Conceptualizações sobre linguagem escrita: Percursos de investigação
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Advisor(s)
Abstract(s)
Neste artigo é feita uma revisão de um conjunto de estudos sobre a escrita infantil antes do ensino
formal e sobre a literacia familiar. O ponto de vista estrutural de Ferreiro (1988) de que as crianças
pré-escolares evoluem linearmente de uma 1ª fase em que as escritas não têm em conta aspectos
linguísticos até uma última fase de escritas alfabéticas, é contrariado por estudos que demonstram a
heterogeneidade dos percursos infantis até à compreensão do princípio alfabético. Em relação à
literacia familiar, é realçada a heterogeneidade das práticas familiares e da sua frequência, a qual
estará associada às diferentes concepções sobre o papel dos pais no desenvolvimento da literacia dos
filhos, sendo demonstrada a importância da leitura de histórias para o desenvolvimento das
competências de literacia. São ainda apresentados um conjunto de estudos com programas de escrita
que visam melhorar a qualidade das escritas de crianças de idade pré-escolar. Estes programas,
aplicados individualmente ou em grupo, demonstraram que as crianças dos grupos experimentais, no
pós-teste, passam a utilizar na sua escrita mais letras convencionais e transferem os conhecimentos
adquiridos para a leitura de palavras. Para além disso, estes programas conduzem a progressos na
consciência fonológica, em particular na consciência fonémica.
ABSTRACT: This article reviews a number of studies on children’s writing prior to formal education and on family literacy. The structural point of view of Ferreiro (1988) that preschool children’s writing evolves in a linear way from a first phase where writing does not take linguistic segments into account to a last phase of alphabetic writing, is contradicted by studies that show the heterogeneity of children’s paths towards the understanding of the alphabetic principle. Regarding family literacy, the article highlights the heterogeneity of family practices and of their frequency, heterogeneity that is linked to different conceptions of the role of parents in children’s literacy development. These studies show the importance of story reading for the development of children’s literacy skills. The article also presents a set of studies in which writing programmes were developed with preschool-age children to improve the quality of their writing. These programmes, applied individually or in groups, demonstrated that, at the post-test moment, children are able to use more correct letters in their writing and that they transfer these skills to word reading. In addition, these programmes lead to progress in phonological awareness, particularly in phonemic awareness.
ABSTRACT: This article reviews a number of studies on children’s writing prior to formal education and on family literacy. The structural point of view of Ferreiro (1988) that preschool children’s writing evolves in a linear way from a first phase where writing does not take linguistic segments into account to a last phase of alphabetic writing, is contradicted by studies that show the heterogeneity of children’s paths towards the understanding of the alphabetic principle. Regarding family literacy, the article highlights the heterogeneity of family practices and of their frequency, heterogeneity that is linked to different conceptions of the role of parents in children’s literacy development. These studies show the importance of story reading for the development of children’s literacy skills. The article also presents a set of studies in which writing programmes were developed with preschool-age children to improve the quality of their writing. These programmes, applied individually or in groups, demonstrated that, at the post-test moment, children are able to use more correct letters in their writing and that they transfer these skills to word reading. In addition, these programmes lead to progress in phonological awareness, particularly in phonemic awareness.
Description
Keywords
Conceptualizações Literacia familiar Programas de escrita Idade pré-escolar Conceptualizations, Family literacy Writing programmes Preschool-age
Citation
Análise Psicológica, 23(2), 2014, 135-143
Publisher
ISPA - Instituto Universitário das Ciências Psicológicas, Sociais e da Vida